DOCUMENT RESUBE BD 197 626 PL 012 111 : AUTHOR Moag, Rodney P. e TITLE Malayalam: A University Course and Reference Grammar. INSTITOTION Michigan Oniv., Ann Arbor. Center for south and Southeast Asian Studies. SPONS AGENCY Department of Education, Washington, D.C. PUB DAT? 80 GRANT 6607901697 NOTE 639p. LANGUAGE English: Halayalea EDBS PRICE MFO3 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Cultural Awareness: Dialogs (Language); *Dravidian Languages: *Grammar: *Walayalaa: Pattern Drills (language): Postsecondary Education: *Reading Skills: Second Language Learning: Textbooks: Unconmonly Taught Languages: “Vocabulary Skills; writing Bxercises ABSTRACT These materials consist of 25 lessons covering all the structures commonly encomntered in written falayalan. Each lesson contains the following elements: (1) a vocabulary list, ordered according to the sequence of cccurrence in the lesson's text: (2) a reading practice exercise designed to train the student to recognize visual patterns: (3) the text in which six or seven points of graamar or usage are exemplified: (%) reading comprehension exercises that drav together much of the new vocabulary and grammar points of the lesson: and (5) exercises designed to provide practice in forming appropriate responses to stimuli in Malayalam. Sone lessons contain an exercise on a point of pronunciation or a written exercise. The dialogues and other exercises contain situational and cultural information. (ANH) JB EERO ISRO IIR OITA IIE IAA A ASI AOE AI I ADIT IIIA. ‘* —- Reproductions supplied by EDRS are the best that can be made * * fron the original document. * AS ESI SIERO III IIIa I IIR IRI II TEI I ASAI I RADI DE II I OPTI APTI AAMALAYALAM: A UNIVERSITY COURSE AND REFERENCE GRAMMAR by Rodney F, Moag £D197626 assisted by Thomas Joseph and others Produced through funds allocated under Title VI of the National Defense Education Act, U.S. Department of Education Grant No. 9007501697 Published in Preliminary Form by - The Center for South and Southeast Asian Studies / - University of Michigan October 1980 Reproduced in limited edition through funds contained in the Title VI grant, and presented with the compli- ments of the major author, and of the Center for South and Southeast Asian Studies, University of Michigan, Ann Arbor, MI 48109. Comments on this draft version are earnestly invited. MENTOR HEALTH: “PERMISSION TO REPRODUCE THIS oo URTERIAL. IN MICROFICHE ONLY ‘TO THE EDUCATIONAL RESOURCES: DEC 1 2 1980 2 SoswesatnensACKNOWLEDGEMENTS I should like to hereby express my gratitude to all those who have helped bring this book to reality. Firstly, thanks are due to Mrs. Julia Petrov of the U.S. Department of Education who not only gave the benefit of her long experience in the plan- ning stage, but maintained an interest in the project throughout. Jim Randolph of the University's Division of Research, Develop- ment and Administration furnished practical tips on the prepar- ation of the proposal and handled some of the administrative Paperwork. connected with the eventual grant. Prof. Tom Trautman and Prof. L.A. Peter Gosling, co-directors of the Center for South and Southeast Asian Studies, were most helpful in their moral support and in providing an administrative home for the project. Once funding for the proposal was granted, Gregory Vick of the U.s. Department of Education saw to the adminstra- tive details of the grant at the Washington end. The day-to- day administration of the project, including budget management, was handled by the principal investigator, but i received as- sistance in minor administrative matters from the office staff of the Center and of the Linguistics Department. In the preparation of the text itself, Rema Nair aided in the drafting of the first nine lessons, attesting the Malayalam sentences, and writing the Malayalam script. The texts for some of these first.lessons were based in part on earlier unpublished lessons which the author had developed at the University of Missouri with the assistance of S. Velayudhan Asari. Beginning with Lesson Ten, Thomas Joseph stepped in to take an increasingly important role in the work. He was able to com- pose dialogues ard written texts which were natural and still met the strict grammatical requirements of limited vocabulary and grammatical coverage which I imposed. All of the translation exercises, the response exercises, and the grammatical drills for the earlier lessons represent the original wdrk of the author, but all the grammar exercises for later lessons are the work of Thomas Joseph. He also revised and retranscribed the lengthy section on The Malayalam Writing System. Beyond all this, Joseph (who goes by Satish) often provided some curry, or some upma Slong with South Indian coffee to reste e the author's flagging energies at midday. Perhaps most important of all, he brought just the right combination of serious dedication and good- humored companionship to make the long hours of labor pass quickly and fruitfully. Dr. John Vilanilam, who teaches Malayalam and currently serves as president of Kala, the Malayali cultural association in the Philadelphia area, carefully went through all of the Malayalam portions of the lessons, sending detailed and help- ful comments which led to the revisions included in the present version. Prof. James Lindholm of the University of Chicago,and Prof. David McAlpin of the University of Pennsylvania, both well-known scholars of Dravidian languages, very graciously consented to serve as informal consultants on the project with- out remuneration. Their advice was especially heipfui during the early work while refining the goals of the text and settling on a standard format for the lessons. All of the grammar notes represent the author's. original work, but I was aided both by-daily consultations with Thomas Joseph and by occasional advice from the two informal consult- ants. Several published works on Malayalam were also consulted at various points, and some help was gleaned with them, though I did not always agree with their analysis in every detail. 1 It also fell to the author to type the camera-ready copy of the grammar notes, instructions for exercises, and section titles. Thomas Joseph and Larry Laffrey both helped signifi- cantly in making corrections to these typed portions of the manuscript. Regretably, there was neither time nor money to have the English portions of the vocabulary lists, reference lists, and some appendices put into typing as originally planned. Some will, doubtless, find Thomas Joseph's hand- writing a welcome and unique feature of these sections. Finally, Larry Laffrey came in toward the end of the pro- ject to prepare and type the Table of Contents and assist with editing, correction and typing of the introductory parts of the text. The book's cover design represents his collaborative efforts with Satish. Any errors and shortcomings which remain in these pages are, of course, completely my ‘responsibility and not that of those who assisted me. I should also like to thank ny wife and family for their support and encouragement during this project. Rodney F. Moag Ann Arbor, Michigan October, i980PREFACE . The Place of Malayalam in the Modern World Malayalam, along with its older sister language Tamil, are the two major members of the South Dravidian subgroup of languages. The Dravidian language family comprises some 22 separate languages, usually classified into North, Central, and South Dravidian. The two other major Dravidian languages, more distantly related to Malayalam than Tamil, are Kannada and Telugu, the state languages of Karnataka and Andhra Pradesh in South India respectively: Until recently, it was thought that the Dravidian language family had existed solely in India, but careful work by David McAlpin has produced strong evidence that Elamite, a little known dead language of the Near East of which only some inscriptions survive, is also of Dravidian stock. Whatever its history outside the subcontinent, the Dra- vidian language family is acknowledged to have had a tremendous influence on the language of the Indo-Aryan invaders who began penetrating North India from Iran before 1500 B.C. As they gradually conquered and settled the whole of North India, the various forms of Sanskrit spoken by these cousins of the early Greeks and other predecessors of the Germanic, Latin, and Slavic peoples eventually took on some of the salient characteristics of the Dravidian languages with which they came into contact. Among these assimilated features were retroflex sounds, and a number of the grammatical features of Malayalam covered in these lessons. Malayalam, itself, is recognized from inscriptional evi- dence to have existed as a separate language from the older Tamil since the ninth or tenth century A.D. It has a liter- ature dating from the thirteenth century. -Intil recently, its main genres were those of translated Hindu epics and lyric poetry. The last century has seen the development of both serious and popular supposed.'y Western genres such as the essay, short story, novel, detective and love stories, travelogue, and the like. The success. of these new genres was primarily due to the spread of mass education~in Kerala and the high literacy rates (over 80% in some parts of the state) witich it engendered. The same trend is in all of the state languages in India, but Malayalam is so far unique in terms of the degree of mass par- ticipation in literacy. House servants, peons, boatmen, and laborers read the daily papers just as avidly as do profes- sionals, businessmen, civil servants, and educators. Because of this trend, literacy skills in Malayalam have become more and more crucial for a scholar to establish rap- port and credibility if he intends to study or do research in - Kerala. Formerly, English was dominant in many activities.‘Throughout India during the British rule, English was the lan- guage of most education above the primary level, was required in all administration above the district level, and was the dominant language in the print media. Nearly every educated person in those days, even those trained in the non-English medium Sanskritic or Quranic schools and colleges, could read, write, and speak English with near native fluency. This was true as much in the princely stetes of Travancore and Cochin, which made up much of what is today Kerala, as in those areas where the British ruled directly. This pattern held for some time after Independence in 1947, but the 1960s and 1970s have seen the changeover in all but a few exclusive schools from English to the regional lan- guage as medium of education. At the same time, the various State governments of India have progressively brought in the regional language for use in more and more areas of administra- tion. In most cases bodies of scholars were set up to develop the new vocabulary needed for the language to function in these new areas. Concurrent with these other developments, vernac- ular press readership has gone up dramatically, while English language press readership has remained relatively constant. Malayalam newspapers have the highest circulation figures of any one-state regional language in the country, exceeded only by those for Hindi, which is both the national lenguage and the officiai language of five states with a combined population many times that of Kerala's. As a result of all the foregoing, the present generation in Kerala is far more at home in Malayalam than in English in all spneres of activity. English is still studied in most schools, but the level of competence of secondary school grad- uates in it is only slightly better than that which U.S. high school graduates achieve in French. Thus, the proportion of educated persons who can use English effectively has been growing much smaller over the past few decades, and continues to do so. Hopefully this makes it very clear why knowledge of Malayalam is so important for the foreigner wishing to function outside of the tourist hotels of Kerala. The expanding uses of Malayalam have, quite naturally, fostered the growth of the language in terms of the number of styles and registers available in it. Basically, Malayalam can be broken down into formal versus informal styles. The formal style includes the language used in most kinds of writ- ing, as well, as that employed in most radio programs and for platform. and other public speaking. There are special sub- varieties of the language used in government administration, in the courts, in newspaper articles, in newspaper advertise- ments, in the very popular love stories, and so forth. Each new variety you become acquainted with will require some re- adjustment by way of learning the special vocabulary and modes of expression unique to it. Once you have learned one subvar- iety, however, it will be a fairly straightforward matter to branch out to others. This course seeks to give a student iv fiacommand of the basics of the subvariety used in written des- cription, as well as some exposure to the language of news- paper ads. It was felt that this provides the best all-purpose springboard for later moving into the specialized language of whatever topic or style may interest the individual student. In terms of the spoken language, Malayalam has both re- gional and social dialects. The various dialects are charac- terized by different pronunciation, and somewhat distinct vo- cabulary. The author hes personally found the speech of Central Kerala, particularly around Trichur, to be the most easily un- derstood. With some practice, however, you will be able to converse with educated people from all parts of Kerala. Malayalis can usually determine not only where someone is from by his accent and choice of words, but which conmunity he belongs to as well. The speech of Christians, Hindus, and Muslims within a single area are distinctive to the practiced listener. There are even some social dialects within these major groups. Within the Hindus, for example, the speech of Brahmins (tne highest caste) is distinct from that of Nayars (a medium high caste), and these, in turn, are distinct from that of the Iravas (low caste Hindus). Contemporary Malayalam, like most fully developed and fully used languages-- including American English--is rapidly standardizing today under the in- fluence of mass education and an oral media which includes much live programming from the several Kerala stations of All India Radio, and a highly productive local film industry. Television has not yet come on the scene in Kerala, but when it does, it, too, will play a role in making a single standard- ized spoken variety of the language with minimal regional and social variations. : Opportunities to use Malayalam are not limited to Kerala State. India's. Southwest coast has been a cosmopolitan center of trade for over two thousand years. Archaeological evidence indicates trade with ancient Mesopotamia, Greece, Rome, and China. Arabs were settled in Kerala even in pre-Islamic times. It has long been a tradition for Malayalis to seek their for- tunes elsewhere, often returning to Kerala for retirement. Today there are large numbers of both professional and working class Malayalis in other parts of India, particularly in Bombay and Delhi. Many have gone as engineers, teachers, civil ser- vants, etc. to the various nations. around the Persian Gulf. Signs in Malayalam may be found in the airport in Dubai, and it is reported that Malayalam is an essential, if informal, language of administration there. There are, as well, communities of Malayalis who have settled in other parts of the world. Many of these groups maintain their language, at least for a few generations. A Malayalam daily newspaper printed in Singapore sells several thousand copies there and in Malaysia. The author has found Malayalam speakers, both former indentured laborers and recent- ly emigrated professionals, as far away as Fiji in the South Pacific. Therefore, Malayalam is not only the official languageof Kerala State, perhaps the most scenically and culturally varied part of India, and the mother tongue of 98% of its population, it is also a language of some significance on the international level. Anyone who seeks to learn and use the language will find a warm reception from Malayalis in any corner of the globe. The student will also gain the oppor- tunity of in-depth exposure to, and eventually some meaning- ful understanding of, the rich and multifaceted culture for which Malayalam is the vehicle. vi RINTRODUCTION The Course and its Use The present course was written over the duration of a single year at the University of Michigan under a grant from the U.S. Office of Education. Roughly one-third time was de- voted to the project during the eight-month academic year, and nearly full time during the four months of summer. The original proposal for the granc promised 250-300 pages of materials comprised of some 25 lessons, with brief grammar, cultural, and pronunciation notes. The end result is more than double in length, and the text is more complete than planned in some ways, while less so in others. The project was originally conceived to meet the need for a substantive text for American university students seek- ing to learn Malayalam for academic purposes. Though the au- thor had participated in the writing of three previous courses in the language, all were either ad hoc, or had been designed for teaching the spoken language only, and principally for soc- ial purposes. Several courses in Malayalam, as well as lin- guistic descriptions of the language, have been published in India, but.none of these is readily available, or at all suited to the needs of the American student studying the language, particularly with respect to compieteness, or sufficiency. of exercises, and adequacy of explanations of the grammar, the culture within which the language operates, etc. One aim of the course was to cover all the structures com- monly encountered in standard written Malayalam. In writing the notes to explicate these structures, the priucipal author far exceeded the two to three pages originally planned. This occured for two reasons. First, simply teaching the student the forms of the language does not prepare him in any way to use them. The forms themselves have no significance outside of the situations in which they occur, The relevant elements of the situation in terms of the meaning of utterances are: a) the roles of the various participants in society and with Tespect to one another, b) the circumstances operating at the moment, c) the function or intent of what has previously taken place and been. said, and d) the meaning and intended function of what the speaker wishes to say now as a result of all the above. Therefore, considerable time was spent in investigating, and space devoted to explicating, the various circumstances in which a particular form or structure is appropriate and the functions it usually fulfills within spoken dialogue or written discourse, as well as the secondary implications it conveys. A second reason for the expansion of the text is that there is nothing more confusing to the student than finding a known form in an unfamiliar shape. In fact, this often renders the viiform quite unrecognizeable, Therefore, considerable space was also given to explicating the various configurations which structures may take in terms of the order of elements, pos- itive, negative, or question forms, and to the different end- ings which forms may take indicating case role, grammatical function, time relationship to other sentences or clauses, and so on. Examples were included for newly introduced verbforns in all of the tenses in which it commonly occurs. As a result, the ten or more pages of grammar notes per lesson, when taken together, constitute a rather more complete (though still in- perfect) grammatical sketch of Malayalam than has hitherto been available. This course, then, also contains an attempted ref- erence grammar of the language as well as a course for lan- guage learning, thus partially filling an additional gap which has long existed in both the U.S. and India. As the grammar notes expanded, taking both time and space, they precluded the fulfillment of certain other aspects of the original plan. Principal among these were the intended exer- cises on the spoken language. It had been planned to include both exercises designed to aid the student in improving his pro- nunciation of the Malayalam sounds as he went along, and de- tailed notes describing the soundchanges, contractions, assim- ilations, and deletions which take place when Malayalam is spo- ken in a’casual or rapid manner. Information on the former is available in the author's text: A Course in Spoken Malayalam for Peace Corps Volunteers. available fren the ERIC Reproduction jervice, P.O. Box 150, Arlington, VA 22210 (Document number-- £D030093). Casual and rapid speechforms are treated in a tech- nical manner in the author's dissertation, "A Phonological Grammar of Style Variation in Malayalam" (University of Wis- consin, 1973). Occasional notes have been included on ‘spoken forms, but in general, the higher priority was given to acqui- sition of the reading skill which will make the tremendous body of primary source materials in Malayalam, till now virtually untapped by Western scholars, available to native English-speak- ing students of a variety of disciplines. Each of the 25 lessons contains a vocabulary list, ordered according to sequence of occurence in the lesson's text. The vocabulary should be memorized, but not till after one has worked through, and probably reread, the conversation or written piece serving as the lesson text. This will provide some initial feeling for context as one tries to memorize the words and phrases. In reviewing the vocabulary lists subsequently, the student should make certain always to think of the line in the lesson text where it occured, or a sentence from an exercise, example in a grammar note, of a classroom usage by the teacher or a fellow student where he has seen it used. With this method, items are both more learnable and retainable for most students. Between the vocabulary and the text of each lesson will be found a Reading Practice exercise. This is designed to train the student to recognize visual patterns. Each section of these ex- ercises focuses on a common item, usually a grammatical marker, which will be shown connected to a variety of known vocabulary vidi Lo,items. These should be read as quickly as possible, for eye training, and part of one's review should be to go back and regularly scan the Reading Practice exercises from a few ear: lier lessons. Sone six or seven points of grammar or usage are exenpli- fied in each lesson's text. All the points are discussed in the grammar notes at the end of.the lesson. The more important ones will also be the focus of full exercises providing, usually, at least ten items. Most lessons have six exercises following the lesson text. These grammar exercises take the form of rep- etition, response, or transformation drills, whichever has been deemed most appropriate to the point being taught and the level of the students at the time. For variety's sake, the order of exercises was occasion- ally juggled somewhat. In general, however, the fourth exercise contains a group of Malayalam sentences to be read for comprehen- sion. These draw together much of the new vocabulary and gram- mar points of the current lesson, as well as building in as much review as possible of forms and structures from earlier lessons. The fifth exercise ordinarily requires English to Malayalam translation. Though the technique of translation was vastly overused in many ‘traditional language courses, and linguists therefore eschewed it for a time, several recent theories of language acquisition, including Krashen's "Monitor Model" and the author's "systems perspective," suggest that translation from the native language can play some meaningful role in the early stages of second language learning. It must be remembered that second language learning consists of many stages. At any one stage, certain well-learned structures will already be part of one's active competence, capable of being used without con- scious referral to the rules of grammar or to one's mother tongue, while other newly encountered, or less frequently used, structures and forms will still requite the laborious process of conscious composition or decoding and, often, of translation. The sixth exercise, in most lessons, is designed to pro- vide practice in forming’ appropriate responses to stimuli in Malayalam. This gives the student the opportunity to implement some of the information on appropriateness in the grammar notes and exemplified there and/or in the lesson text. It also tests the student's assimilation of principles exemplified by the text, but not explicitly treated in the notes (see below). A few of the lessons also contain a seventh exercise, sometimes bearing on a point of pronunciation, sometimes featuring a small writ-, ten assignment involving one of the points of the lesson. It should be emphasized that beyond the new vocabulary and the structures and forms, many of the lessons contain much situational and cultural information, often not directly expli- cated in the grammar notes. The diaiogues illustrate at least one acceptable way of initiating a particular kind of interaction for a particular purpose, or of how to respond to a given kind of initiation, given particular circumstances, of how to accept- ably carry out functions such as making an offer, contradicting ixanother's assertion, giving a scolding, and so on. The student is expected to soak’these in. There are also conventions in spoken and written Nalayalam discourse of leaving out those things which are either clear from the context, or which have been pre- viously stipulated by the same, or another, speaker. All these aspects of "the grammar of discourse" are essential to achieving both passive and active competence in a language. Their mastery will be greatly aided by actual memorization of many of the les- son texts so that they furnish a data bank on which the student can later draw, both consciously and unconsciously, in dealing with new situations. Finally, many of the lessons contain a Reference List. These lists are intended as study aids to help the student put the forms taught in the lessons, or the information in the ' grammar notes, into an organized and outlined form. In general, these should not be memorized. With this overview of the structure of the lessons, and of the suggested uses of each part in mind, the student should plan to dip into the initial section on the Malayalam Alphabet first. It would be a mistake, however, to work completely through this Section before embarking on Lesson One. A passive grasp of the alphabet can be achieved almost overnight. One should then straightaway begin working through the various parts of Lesson One, beginning with the vocabulary list, as a teacher, or other native speaker reads out the words. Move as quickly as possible into reading the sentences in the conversation as these will give you a more accurate picture of the pronunciation. Most Malayalis have a habit of artificially stressing the final syllable of a word, sometimes even of a sentence, when reading it out as an individual ite. Under most circumstances, the final syllable of a word in Malayalam is never stressed. ‘The student Should mentally correct for this if he hears it, or should also ask aative speakers to read sentences in connected dialogue where- ever possible so as to-get the natural stress and rhythm pat- terns of the language. Only when writing begins should the stu- dent look at the tables showing the form and sequence of strokes for the letters, and then only for those needed at the time. Similarly, the tables on conjunct letters need not be studied until individual conjuncts come up in the lessons. As may be seen, the quantity of material in each lesson is rather substantial. It is suggested, therefore, that each lesson be approached as a unit containing several lessons. First the text should be worked through with the aid of the vocabulary as outlined above, but without reference to the grem- mar notes. After working through the text, then reviewing it one or more times, one should probably first do the Reading Practice. Next, Students should move on to the first grammar exercise. The models provided for the exercises allow them to be done without specific reference to the granmar note treating the particular form or structure they are based on. In a class- room setting, it is not recommended that time be taken up by reading the grammar notes. If students have problems with @ specific exercise, the teacher should briefly summarize the x 12relevant grammatical points. In some cases it might prove help- ful, either before doing an exercise or when difficulty is en- countered, to read through the examples in the relevant grammar note. Detailed reading of the notes themselves should be done at home as extra study. Studying the grammar is not necessarily helpful for every student of the language. Many students, steeped as they are in Western-style rational and analytic thinking, feel much more com- fortcvle knowing that the forms and structures they are learning fit inzo an overall scheme of rules and conventions for the lan- guage. On the other hand, some students find that the rules only confuse the issue for them. With all exercises where it is ap- propriate, a model is provided showing how the items are to be done, so that it is not necessary to understand the grammar, or the grammatical terms, in order to do them. Thus the lessons can be successfully used by both grammar-addicted and grammar- repelled students. Those in the latter eeenorys should study the examples in the grammar notes, but not the explanations. For those who would use this text as a reference source on Malayalam grammar, a word of explanation is also in order. In trying to make the grammar notes serve two purposes, the results are less than perfect for either one. The notes are, in many cases, too long and detailed, and contain too much grammatical terminology for the language student's purposes. On the other hand, the requirements of clarity, reinforcement, and translation of technical labels into lay terms required to make the notes comprehensible to the student, renders them much longer and more repetitive than is desirable for the linguist. This is partic- ularly true for syntacticians, who would prefer to see the des- criptions distilled down into formulae and diagrams which would probably prove more mysterious than the Malayalam itself to the language learner. Two additional shortcomings of the text deserve mention which affect the text's overall usefulness from both points of view. First, it was only possible to include one glossary, in- stead of two as many texts have. The Malayalam-English glossary contains all of the items given in the vocabulary lists of the 25 lessons. It does not include extra items used in the refer- ence lists, appendices, or in the examples in the grammar notes. Before the English meaning, the number of the lesson is given in which the item was originally introduced so that, if desired, the student may quickly look up a context in which the item was used. An English-Malayalam glossary would have been a useful addition, but there was neither time nor space to include it. Secondly, it was also not possible to provide a granmat- ical index for the book, either in terms of the grammatical la- bels used in the exercises and notes (stative perfect, embedded sentence, etc.) or in terms of the Malayalam morphemes having grammatical functions. Both would have made the. text more useful as a reference grammar for students as well as scholars, but these, like many other improvements, will have to await a later xi . 13 -date and work on a revised edition of the course. The titles of the grammar notes, however, have been tai- lored to indicate clearly what they deal with. The titles of all the grammar notes have been included in the Table of Con- tents so that they may be scanned quickly in order to find a particular topic of interest. In addition, the grammar notes Were not prepared until the lessons were. nearly complete, so that it was possible to lace them with rather comprehensive cross-referencing, giving both the previous and upcoming sec- tions in which the same and related topics are treated. This vas expressly done to minimize as far as possible the lack of an index. In their present form the lessons, appendices, and gram- mar notes are largely untested. There was no course in Malay- alam in progress during the year of writing in which they could be systematically trialed. Some of the early lessons were used for supplementary study by one student at the University of Pennsylvania through the offices of David McAlpin and John Yilanilam. One of the reasons why Malayalam has been so in- frequently taught at U.S. universities has been the lack of a Substantive text which would allow a teacher to offer the lan- guage without massive amounts of preparation time. It is hoped that the present text, imperfect and untested as it is, will make it possible for departments of South Asian Studies and departments of linguistics to offer meaningful training in Malayalam to those who will need to learn the language for various purposes, but especially for research and scholarly activity. Any who make use of this text, either as a language course or as a reference grammar, are requested to send their reactions to the author at the address below. Rodney F. Moag Center for South and Southeast Asian Studies University of Michigan 130 Lane Hall Ann Arbor, MI 48109ACKNOWLEDGEMENTS: TABLE OF CONTENTS PREFACE, The Malayalam Language . . . INTRODUCTION, The Course and its Use . . MALAYALAM SCRIPT Table I, Table II, Table III, Table Iv, Table Vv, Table VI, Table vit, Table VIII, Table Ix, LESSON ONE The Malayalam Alphabet. How to Write the Vowels : How to Write the Dependant Vowel Symbols How to Write the Consonants How to Write Half Consonants How to Write the Echo Vowel symbols How to Write Some of the Double Consonants . How to Write Some of the Conjunct Consonants Symbols for the Second Member” of Some Conjunct Consonants Reference List, Classroom Expressions Grammar Notes: 1.0, How to Use Grammatical Explanations 1.1, The Order of Elements within the Sentence 1.2, Equative Sentences. . . . 1.3. Copula Deletion in Short Sentences Giving Names. eee 1.4, The Citation or Quotative Particle n gre” 1.5. Social Dimensions of the Personal Pronouns . 1.6. Multiple Forns for He, She, and You LESSON TWO Reference List, Persona’ Pronouns, Adverb Trios Grammar Note: 2.1. The Locative Form (Case) of Nouns 2.2. Spelling Changes in Adding the Locative Suffix . . . . 10 15 15 16 18 21 22 30 30 30 31 31 31 32 34 45 45‘ps? : 2.3. 6D” as a Marker for Yes-No Questions . Verbal Cues for the Near-Far Distinction 2.4. 2.5. 2.6. Changing the Order of Sentence Elements for Emphasis . - Spelling and Pronunciation, Changes When Joining “So” . LESSON THREE Reference List, Demonstratives . Grammar Notes: 3... 3.2. ‘One of Your' Possessive Phrases 3.3. Possessive Sentences: Alienable versus Inalienable . . - - 3.4. The Polite Command Form of Verbs 3.5. Impersonal Expressions for Health and Welfare. - - + + = 3.6. Coordinate Conjunctions: ' ... ‘and’ LESSON FOUR Reference List, Existive/Locative Sentences with Devs" Grammar Notes: 4... 4.2 Likes and Dislikes: Indirect, Sentences with Wag arere?. Pa 4.3. Differing Responses to Yes-No Questions According to the Verb . . . . 4.4, The Dative for Indirect Objects . 4.5. Differences in’the Dative Ending 5 4.6. Two Kinds of Giving:@™MeCAdh vs. adrogaaey LESSON FIVE Grammar Notes:. 5.1. The Simple Present Tense + . . 5.2. The Gerund and Infinitive of Purpose - 5.3. More Possessives with vrs. : 5.4. Changing the Order of Elements in the Sentence for Emphasis . . 5.5. The Negative Question Marker @—” . 5.6. The Plural Marker for Nouns Wishes and Desires: The Indirect verbG™MéMo. and its Spelling Changes - ig Dative of Personal Pronouns a7 48 49 50 51 63 64 65 67 67 68 69 80 a1 82 82 a4 92 93 93 94 94 96v 5.7. The Hint of [y] QI in the stem-Final G3. 97 LESSON SIX Reference List, Genitive of Personal Pronoens . 99 Grammar Notes: 6.1. The Polite Assertive Marker-G@fJ> . . 110 6.2. The Negative Question as a ; Signposting and Rhetorical Device . 9. . 111 6.3. The Intentiye or Potential Verb Ending§>e” ee 213 6.4. The Indirect Uses of BALA dh so. + 1 6.5. The Postpositions and their Case Requirements . : . . .. 115 6.6. The Possessive Form (Case) of the Noun. . 116 LESSON SEVEN Reference List,, Numbers . . . . . . « i119 Grammar Notes: 7.1. The General Future apd Habitual Verb Ending™ Jo”... 132 7.2. The Impersonal verb ase se ee 134 7.3. Asking and Telling Time 2... 135 7.4. The Locative Requirement with Verbs of Motion . + 235 7,5. The Two Part Qualifier “nBQas - + 136 7.6. Spelling Chapges when Joining =nG3 QBS and-aGVElerb” 137 7.7. The Hortative or 'Let's' Verbform . . . 138 LESSON EIGHT Reference List, All Forms of the Personal Pronouns =. . «Ss 139 Grammar Notes: C 8.1. Uses and Forms of the Accusative Form (Case) of the Noun- . . . . «150 8.2. Adjective or Relative Clauses Made with Present Verbforms . . . . 151 8.3. The Addressive or Associative form) oe) chal Gauils s-ueeeeree ee ics) 8.4, The Desiderative Form of the Verb with “6rme” - - - e- 558.5. Reported Commands with the Infinitive . . LESSON NINE . Reference List, All Forms of Nouns .- - + Grammar Notes: 9.1. 9.2. 9.3. 9.4. 9.5. LESSON TEN Making Pronouns and Noun Phrases from Adjectives mo The Complex Verb (Bre) aD bee ch a Temporary vs. Inherent Good. . The Special Expression AdmBB>- a The Generic Meaning of the Particle ‘2 Reference List, Districts of Kerala - + . - Grammar Notes: 10.1. 10.2. 10.3. 10,4. 10.5. 10.6. 10.7. Special Locative Forms for Kerala Placenames Markers of Formal Style in Malayalam. . The Dative in Expressions of Direction. . Special ‘Adjective Forms of the Directions . The Citation Marker a)OrYS - - + Expressions of Distance . 9. . « - The Deletion of Halfmoon in Connected Text . LESSON ELEVEN Reference List, Past Tense Endings . . . + Grammar Notes: 1.1. 11.2. 11.3. 1.4. 11.5. The Simple Past Tense Form of the Verb. The Cleft Sentence: as a Means of Focus. . ‘The Compound Verb with the Completive Meaning. Irregular Past Forms of(@W6re” ane Derg. The Past Tense of Desiderative Forms. LESSON TWELVE Reference List, Simple Forms of the Verb, Simple Forms of @Tdsdh , To Be, Become. -. Grammar Notes: 12,1. Consonant Doubling in Caseforms of Words in Qe. ee eee 187 ‘iss a 173. 173 174 175 177 187 187 188 189 189 189 190 191 202 203 205 206 208 209 21912.2. 12.3. 12.4, 12.5. Indirect Quotes with the, Quotative Markeragycrre” - - - + Norms of Address and Reference for Husbands and Wives. . ee we Verbal Nouns with Postpositions . woe The Permissive Form of the Verb . . . LESSON THIRTEEN Grammar Notes: 13.1. 13.2. 13.3. 13.4, 13.5. 13.6. The Present Perfect Form of the Verb. . The Conjunctive Verbform (Participle) . The Conjunctive verbform in Complex Sentences. oo The Intensifying Prefix ‘@natl—? oe The Past Verbal Adjective . . . . . Exceptions to Postpositions Requiring Endings.» - ee ee LESSON FOURTEEN Reference List, Section Titles in Malayalam Newspapers . - - - «+e Grammar Notes: 14.1. 14.2. 14.3. 14.4. 14.5. ‘The Generalizing. Particle “De with "All" and Other Positive Expressions . . Uses of Present Conditional Sentences . . The ‘Either ... Or' Construction . . . Relative and Descriptive™ ’ Clauses Formed with “OBS? . Irregular Possessive Forms in “@\cors)?. « LESSON FIFTEEN Reference List, Forms of the Verbal Noun. . Grammar Note: 15.1. 15.2. 15.3. 15.4. 15.5. 15.6. Cleft Sentences with Non-Emphatic order. The Discontinuous —Qe” Required with 'Both* The Verbal Adjective in Relative Clauses. Indi.tect Expressions of Pleasure and Desire The Indirect verb@@ocvadh. . Inflected Forms of the Verbal Noun. . 219 223 224 225 239 241 242 245 246 246 248 259 260 261 261 263 264 279 280 280 281 283 285LESSON SIXTEEN Grammar Notes: 16.1. 16.2. 16.3. 16.4. 16.5. Thg Special Adjective Form of‘-e?Final Nouns. . . : The Subjectless Construction with hens do. The Use of dhoéredh as a Subjectless Verb . The Special Possessive Ending *~Iees” for Placeworas . 7 Adding _AGd- DQSAiro Verbforms LESSON SEVENTEEN Grammar Notes: 171. 17.2. 17.3. 1.4. 17.5. Half and Quarter Hours, and other Precise Times 9. - » + + Ordinal or Adjectival Forms of the Numbers . The Remote Past Verbform . . . + - Familiar and Formal Commands. The Emphatic Present Verbform with Somers? LESSON EIGHTEEN Grammar Notes: 18.1. 18.2. 18.3. 18.4, 18.5. 18.6. 18.7. 18.8. The Colloquial Locative Ending fag. 5 How to Tell Your Left Hand from Your Right . Using the Name as a Termof Address. The Negative Conjunctive Verbform . . - Polite Negative Commands - . . + - Compound Verbs Showing Unintentional Involvement . . . . . Equational and Cleft Bentences win (288 p*? a. Rhetorical Questions as Emphatic Statements . . . . . LESSON NINETEEN Grammar Notes: 19.1. 19.2. 19.3. Mildness and Deference during Confrontation The Pamiliar/Forceful Negative Command Form. - . . . - Summing Up the Uses ¢ vy? Of the Verbal Noun in— (M@- - - 298 298 299 299 301 313 314 315 317 320 331 331 332 333 334 335 335 337 353 354 35519.4, 19.5. 19.6. 19.7. ‘ v The Repetitive Verbform with DQEnZ ° Negative Adjectives and Nouns... Relative Clauses with Personal Relative Pronouns. ~. . . The Present Perfect Verbform . . . LESSON TWENTY Reference List, Causative Verbs . . . . Grammar Notes: 20.1, 20.2. 20.3. 20.4. 20.5. 20.6. 20.7. Adjectival/Relative Clauses Formed with-C@rDQ) . . . Another Impersonal Expression of Liking Spelling Changes with Initial Postpositions . . The Instrumental Form of the Noun, and the Instrumental Case Role in the Sentence The Passive Voice Construction. . . Expressing Simultaneous Action with the Conjunctive . . . Causative and Double Causative Verbs. LESSON TWENTY-ONE “Reference List, A Full List of Forms with Sry aco) 903 dr . Grammar Note: 21.1. 21.2. 21.3. 21.4. 21.5. 21.6. The Vocative Form of the Noun . . Degrees of Probability with the Modal Auxiliary . . 2. Impersonal Expressions for Physical and Emotional Conditions . . . ‘The Progressive Aspect of the Verb . 356 359 362 366 380 385 386 386 389 391 391 398 410 411 414 414 Time adverbial Clauses with “Balode ‘anatQsat’ 415 A Close Look at Compound Verbs... LESSON TWENTY-TWO Reference List, Pronouns Made from Question Words Grammar Notes: 22.1. 22.2. Indefinite Pronouns with Hypothetical vs. Actual Referents . . One Member of the Class or the Other - 418 422 437 44122.3. 22.4. 22.5. 22.6. ‘The Human Suffix of Association or Agency Verbs and Nouns of Experience Formed with 6a Isa . The Aaverb Marker —Cr@)\?- The ‘About To' Verbform) . - + - LESSON TWENTY-THREE Reference List, Antonyms Formed with Negative Prefixes - - - + + + + Gramar Notes: 23.1. 23.2. 23.3. 23.4, 23.5. 23.6. Three Negative Prefixes . - + - Summing Up on Conditional Sentences. Emphasis Using the Citation Form of the Verb . . - Kerala Temple Festivals . - . - Compound Verbs Signifying Agreement or Probability . Deferential Agreement with “ng?. - LESSON TWENTY-FOUR Reference List, Verbs and their Derived Nouns Grammar Notes: 24.1. 24.2. 24.3, 24.4, 24.5. 24.6. 24.7. Nouns Derived from Verbs - . . - How to Form Comparatives and Superlatives The Compound Verb Showing Self-Benefit . Placement of Articles and Other Elements in the Noun Phrase . Alternative Ways to Make Relative Clauses from Postpositions - Several More Ways to Say 'Can'. . Additional Uses of the aAddressive/Associative Form of the Noun LESSON TWENTY-FIVE Reference List, Compound Verbs and Their Meanings Grammar Notes: 25.1. 25.2. 25.3. Complement or Result Clauses . + - Common Titles in Modern Kerala Life - Characteristics of written Style in Malayalam. - - + + = 22 442 443 445 447 449 463 465 470 471 471 472 473 489 493 497 498 501 502 506 508 525 525 526APPENDIX A Pronouns and Address Forms. . . . 530 APPENDIX B A Compendium of Malayalam Verbforms . . 532 APPENDIX C All About Time . - . +. e+ 536 APPENDIX D Postpositions and Their Cases. «0.839 MALAYALAM-ENGLISH GLOSSARY. ee ewes S548~S«Q Malayalam Script TABLE I, THE MALAYALAM ALPHABET SD 7 ad 29 8.9 aga ou ru e ee ai 63 63> 639 CYe Gr: an- aha out n el 3 is 3 gh y ate Q Tw 6Ys) i i jh a Oo aw ous 6m Th D Dh 5 Lo 8 WwW ~ th a ah = a ~n Q Ph, b : bh a 2 a a ¢ z E ah ww aD s fe eSMalayalam Script oan) HOW TO WRITE THE VOWELS Ore @ Ot gD eb?Malayalam . 7 _. f “ (AL 4 5 . & a [: 3 RS I 63 ov YO) (TIN 639 (Cds TIBRP\: oi | (6¥d::Malayalam Script TABLE ITI,HOW TO WRITE THE DEPENDANT VOWEL SYHPOLS asin mo 3) at) ah) ™ 639 27Malayalam Script w Table III DRE 3B £3Malayalam Script £ >? 5 Ss UW VV TM LO bs Bb ™m & %®i mm S$ F : : >: — 2 2g BS ww 3: a] “co 6 &w oes é B Table ITT £E€ 3 eeMalayalam Script Table IIT 5 6 = Oh 4 jer an 7 am NY): y acon = ac anal Oech OS) 21 ANAM anu Aon ana 1. 80Malayalam Script O\dho 6) ald 6 H)> am> Oat? oa bdho bald B09 6m beat) dD 29 MD AD av Table IIIMalayalam Script —_©o ah es 32 To BeSedeged | Table IITyalam Script = tat te rw. on. OW AK 6 ¥f CO)O's 2) 12 Malayalam Script 4 7 5 ¥) > 6 ¥ pm Cs i So !& c FI % 3 a (© S$ pa i a y15 Malayalam Script TABLE V, HOW TO WRITE HALF: CONSONANTS Consonants other than 6M,(7,0,8 ,0 drops the inherent vowel/with— . TABLE VI, HOW TO WRITE THE ECHO VOWEL SYMROLS UB UW wwrain ae a 3: w c REL16 Malayalam Script TABLE VII, HOW TO WRITE SOME OF THE DOUBLE CONSONANTSMalayalam Script TABLE VEIT, HOW TO WRITE SOME OF THT CONJUNCT COKSONANTS bi) dl H+m ht+aH WD? SayBy. a 2's om 6D} a ys } GH, OrCt. oN > om ice € oe 4 wr md : ¥ . a * c JZL Malayalam Script TABLE IX, SYMBOLS FOR THE SECOND MEMBER OF SOME CONJUNCT CONSONANTS asin WN a4 @: ein at | on x- (€irst member of the conjunct consonant) « — gcse ete * as in -| ; el an Bm 6NJ = WZ >. by - ue Qs in CGGG22 Lesson One REFERENCE LIST Classroom Expressions AHORS Cyed “Sag > Speak, SIL AO Bj> Be eieyone wor)\ah begather . say, wool : kay , Tene , good en pplers er 2 Be ge ainda stand 2 amagle: al CD andar stand 45esson One onilesh act MNESBBAS ome Be ag) oe 29) amo AQ) ererg eG) one wen aid Gry os oe ord > 9 ob rrr Darel} OREBNo Emam) vd QLD ID Hono Q> Bro 23 VOCABULARY Beth a Hendu_ male name your T peli] Nome what Whak is (Shork of AG)ermaerry ) My & qpotative or citaton marker Placed ajar the word Sentence, eke cited He ( Ingerior te speaker) oho is + @ Hinda. male name She CIngerior te speaker) gizls name He ( Respected) My. Thomas This it What is this Mango 46°Lesson One 24 Vocabulary nope Banana at on, Goo Book ony oxy" Note book Cam Pen @ aud Table Heme Chair READING PRACTICE Note how (Rend joins to the following itens. Menor ennai > Bord AMDAr ao oD) Eo Emr aers enor RE BoxNe rag PY dro at cpe Q er) Qi> 66Y3 > Caw @atm HEM Mawarend- BrUBrI.rs. AAmoern., A gQonrera - Q mre. a) ern errs: Bry > ered: Em2amirvonrerrd: Gr CBrNaoery. od WD. aleparens. Beorilarerd: Qi eer wrere EAN werd. Colm ares HEM Board 47Lesson One ca CONVERSATION oilet; Al\eagas Gaied afer? Bark + agvack tates? mack aganser’. “\esnens eariMcrerm> 3 orl, agian erat oilab. crvaick Bd 2 Mars @paiab RMsQrk wen’. oleh csr raivs Bryrrwy 2 Manb. Bair Aes) Sno. mileb: Brea SNe ? Mack, wea aNe emoamprusr. ernsre. milabk: Sw agenose 2 Mat : Bw Aermrer. 4Ag-.---26 eee oe EXERCISES “Jk Respond as in the model to questions put by the instructor FOr Ey fellow studencsby naning itens vhich they point to around the room or depicted on the board. Models : : Teacher or fellow student: GY) >’ aG) Dene 7 Student response: A. 60D” GQUD Moers: a OD Cavramren: 2% Answer questions put by the instructor or by fellow students as in the models. Remember to always use the most respectful forms when referring to a teacher. Model A. Question: sre Cuah aren? Response: BDU Ch Srblroh MRAETD: B. Question; (EPEBAN. SAO. ? Response: (BYZEArSe agQeb Oa ered. 49Lesson One 3, Read the following sentences making sure you understand the meaning, after the teacher. 2 27 Exercises , then practice them orally by repeating a ade U9 Ed. Say Aram aren. 2 1A HOE OS ony Gar ered. Calm worn, Ean aor. AEN wend.5. 28 Lesson One 1 2. Translate the following into Malayalam, Who is she? She is Mani, What is this? I am Bill, He is Rajan, Who is Raman? This is a chair. Exercises Prepare written responses in Malayalam to the following. 1. De’ «dam 2 2 Br Vrr By a2Errd 2 3. 1 55 as Godoy 2G) oy 229 Legson One Exercises 6. Combine the following words with (@m€sm2 for writing practice. erm och ST ssrsSo eraid GERM faa" meget ae, Eau Hews Qe) agi aden He aye Hank30 Lesson one GRAMMAR NOTES 1.0. How to Use Grammatical Explanations.Before reading the following subsections, make sure you have read and understood the section, What Good Is Grammar In Language Learning in the introduction to the book. ember, do not devote too much time to studying and learning the grammar, even if you find it irresistibly fascinating the real focus of ycur efforts should always be the language itself. Don't spend any time learning the grammar if ycu find it unpleasant or inscritable. Grammar must be an aid, never an obstacle, to learning in this interest, every effort has been made to minimize the technical jargon-in the grammar notes. Where technical terms are unavoidable, I have tried to keep them as simple and straight- forward as possibli 1.1. The Order of Elements Within the Sentence. The normal order for the Malayalam sentence is subject, object or com- plement, verb, ‘the most basic rule is that the verb must appear at the end of the sentence. This is the case with all the sentences in the conversation and exercises in this lesson. 1.2. Equative Sentences. The sentences in this lesson are of the type which is called equational, or equative, that is “they make a statement of the type X = ¥. The verb in such sentences is functionally like an equals sign, and is often called a copula. Remember that the Malayalam sentence seems a strange equation from our point of view, since the equals sign appears on the right-hand side, rather than in the middle as in English, e.g. @roOierh corggenerrd literallysn Lesson One Grammar Notes ‘ne Rajan is. In these sentences, the second elenent is not an object, but a complement, Sentences with objects, i.e, those having a regular verb instead of a copula, are introduced in Lesson Four. A third type of sentence, the existive sentence, -is introduced in Lesson Three 1.3. Copula Deletion in Short Sentences Giving Names. In general, the verb is the most basic and necessary element in the Malayalam sentence. Ordinarily, it must be retained when everything else is dropped off. The one exception is short sentences which report a name. Thusaf Och Gala> mantis an acceptable version in informal speech for nla Bales rach afiem>erd’. 1.4, The Citation or guotative Particle ave. The telling of namey has another idiosyncracy besides copula verb deletion in informal speech. The name mast be followed by the particle aGert as illustrated by the sentences in the lesson. aM is a marker indicating that something is being cited, or quoted, ~ from another, usually earlier, situation, In later lessons you will find it used as a marker for reported quotes, thoughts, feelings, and the like. 1.5, Social Dimensions of the Personal Pronouns. Malayalam has three words for 'he' and two words for 'she', Which of the possible words a given speaker chooses depends on that person's relationship with the person referred to. This relationship is measured along the two sometimes interacting dimensions of relative social status and relative social distance,32 Lesson One Gramiar Notes Age is the prime factor in determining social status.Whereas social distance is neutralized within the family, it plays a very important role in thc choice of pronouns to refer to those outside the family. Thus for those who are roughly contemporary in age and equal in social standing CSraaacth and@avare used for males and females with whom one has a close telationship, while@reabbwill be used to refer for a male who is a more casual acqaintance You will develop a feeling for these words through observing their use in varied situations. In speaking to Malayalis, remembe: that it's always safer to err in the direction of too much respect rather than too Little. @reanisand@c:raibare the best all-purpose terms for ‘he’ and 'she' and there is.a growing tendency among many Malayalis to use them all the time. 1.6. MULTIPLE FORMS FOR HE, SHE, AND YOU. Many languages have two or more words for 'you', Malayalam has a total of three TT - one word introduced in this 1esson,ilaab, is the nost polite, and may ftteata in any situation without fear of insulting anyone. The other words for 'you' come in subsequent lessons and are fully covered in Appendix A at the back of the book. Malayalam also has multiple words for third persons, three for he, and two for ‘ghe' .@roaimb is used for males who are socially inferior, i.e. in age or sccial status, or for equals with whom you have a close personal relationship. Thus when the question renin @rarmmsappears in the conversation, we can tell that the questioner regards the person he's asking about 55Lesson One Grammar Notes as someone of lower social status, or perhaps a member of. some social group marked by equality such as another university student, hostel mate, or the like. On the other hand, when the same questioner uses(®QC4.Mo in asking the identity of another individual, it is obvious that he assesses that person as someone of great importance, since@®WGQaQo is reserved for persons of truly high station, especially top level personages in religious,, governmental, or other institutions. A third masculine pronoun, (@Q@plo, is used for males of the same social standing and/or age with whom you have a relationship of social distance. The two pronouns equivalent to English 'she’ pattern sinilarly.@rmcudbis much 1ike@nawbin that it refers to social inferiors or to those social equals with whom one has a familiar Felationship.@renic is used for social equals.with whom you have a relationship of social distance, and sometimes for those of higher social status. In general, however, both males and females of higher social status are referred to not with Pronouns Dut with proper nanes'plus title’, c.£.tmanjmbd, equivalent to Mr, Thomas, 5 56Lesson Two 34 REFERENCE LIST Personal Pronouns Singular ornact r oo) You C familiar] 4 2573 Uo You L pele y @oainh, ain he Lanfercer & speaker] Erwob,Pando he Leqyt & speaker ENZO he Crvaspectedy writs, eoaits — she Lequel te ov tnferisy & speaker] aad She Lvespected] Plural orn esate We Cexctuscvel maads We [anelusives \arado ypu Dfamiliar and Potcte] enmud, mud Crag Cmascubine and feminine] 57Lesson Two Nailas BANS aoManas @ eng 35 REFERENCE LIST Adverb Trios here : There : Wnere Over here, in this dive ction (BW ESBS over Mere ,m that divection ANG ees? ¥ Adverbs of Time.. © Caroud Gnrewlrsad ADE Hr» a SO ond nor aQ on Adverbs of Munner D EBaAM Gr RB AM aG) BB AM Where, in Which divection Now then When today that day Cn which day this way Like His that way) like thal how, Which way 58Lesson Two 36 mod you Lrespectfidy, gentleman, teacher dla Beer reer a P gentleman’ Br Dleny Office polas foe Bmesmr? is, ave? L qeskion form of ered] anal & a Muslim male name BRAM | 2 lasarmam right eel ~ ; leet in, among Grey nLlewech dn tha fC tce. Sm>do Barns ampglerear? Qs ails? agai as @ Bt 59 he Lelose by] do you know [rece: nise} Bins 4 no House, home where ; Tréchuy, & town tn centro2 KeralaLesson Two Vocabulary G28] Work, job $Y) > ot Lt Qos a,one EKndePinike avkcle] ane @ a docter — Qe alse, too so” this Ladjective] bdr ur aot Q@ Hinds male name Odho | Cochin, an Emportont port oity im Kerala a\aid teacher e-—> Qpestion may ker’ LOB38 Lesson Two READING PRACTICE A. note now —@b joins to the following words. ais? tl slat EWA HEWA adlecb Qo Banradiab @ryaO ny rp ~N rSleok raid aanieled ler Jo bess) cob oe 20 ch wanes Corotah aad Daicilet aA mre ym Goormlect CHOBe [Kerala Cth cores) oh 64Lesson ‘Two 39 Reading Practice B.note how Se joins to the following words. Bahu aed eraicb rgneb BQua- aers| LEWD w@raid Greus e{M he aIY BEBO Bry co . 22S EthueQirse BYP AM CP? EBS : EAVORQYo Asrilaje ARWMBAJo CED NAB GW » AMH AY0 ntyaje BE CBO A!s CBI Te BeeLesson Two carach: andl + anala’s mach: noalays mad. Canramy: Aer: Emam}: Mack andl : em 2s anald: Church: 40 GONVERSATION yu moolah aati, aeilasc»esms? COAT, ao lasconm om. DQW2.As Amoy)es>ea> ? Les. : ae Bran M2026» BM2Ar,,, DS’ B2A@rrorv. Mangas alls’ .gnallasas ? work ole op Bdles>. milan ans € se) aB\ersrrery? 2 vo ornzerk OS OW2. dp rere . : onl ngs dss dr 2e6m ? MIA Arm wohoar- Eman’ s7 mod amarens’ ? Doe etnaink momoemr. Davans all, naraylolasen’. Mangas egpred} aDlormosre 2 emery acs dlaye Bro ers. 63. 41 Besson two EXERCISES 1. Respond to questions from the teacher or from classmates by giving your own home town or’ state, Model ’ s a. teacher: AMER BOS Ald agyilas wend? Student aMacd ans’ Gey A\ Mess are. b. renerr MER Gas ANZ _dlanrenrailed 1yGem9? student: (GME), a1) MHIGNI 1d (BIB OS - 2. Form answers to questions from the teacher or from classmates by giving the occupation of the person referred to. Remember, English words can be used where Malayalam job titles are unknown. Models . yu A, teachers (GP WIG as Ere!) ad rmMoer ? student: (6YO rer Me 32 Pare. ; B. teacher: GPCL 2 @aeemr? student: CNET BU A) Byrd gerd. 3. Read the following sentences making sura you understand fhe meaning Then Practice them orally by repeating iter the teacher. A COU Me Ab GyEsm? — “2, BB of aro aNnilas wer? : « Bcd Deallred DB Ala Serr. AN ah ory word % BREAN along 6areil agymoend 7 END’ Aelqn Bovis oN? F Oda> BN. OB ax. CHAOS AAA Byerd. F BAMA BY ors cys hr?4. Lesson Two oe equivalents. Exercises Match the following English sentences with their Malayalam 1. Is My. Keshavan ges tencher ? 4: Grats Boa awedarens. 2. Where is your offece ? 3. He us a doctor, 4. Is Kis a mango 2 5. She is a doctor. &. Te your home enki Cochin? * F. Whese beck ? 3. That Chat. F. Urhech Teacher 7 10. That house. 65 2. ecvornsch mod imMlsnees glajoreans? 3lengas als Ame alates esm>? 4, DB Arssryos2 @sm>? S.clenaes em Lily! aOalles curse? 6 BVPERAD. BOB > bar on”, 2. @m ans B..B@ aad? 7, @p@as AJB deo? fo, Gm hemo.eee 8 Exercises 5. Prepare written Malayalam responses at home to the following. i tleagos nyse 999 eanail enter? Uv 2. ofleages glajh wD aors ? 3. 20 eaursiles @ 21mm eens? 4, cero aide Mlerans BrNVrere ? 5, hlaadeo Bey aemareemr? b. HAleats Gomes al ajorend? 4. eduraic modlack lg alles coren7 _—— 0 2 B cor riclessares3 emoamtorsd ia : SJ q. Van. en> aM aiias cred 4 \ 4\ a) ons 2 lo. MisRPaas Capel aMainsa> Q 6. Practice introducing various class members to the teacher and to each other as per the model in the conversation. Remember that in his exalted position, the teacher should be referred to by Heeb’ | 6644 Lesson Two Exercises Rewrite the following sentences adding - Se to the underlined words as in the model. Medel: amok acy AWedared. OMe BRR WW aoe. We Gloag Crist ooh ae 2. orssd)ack SryaLlny mailos aren? 3, Alerans ats” > Ba clesseens? he, ANaraas alah sallnsacm. 3 GWA. aNarh allgjenew®. 6. Cra” A) eaQens Bair Q> esm>r? 8745 Lesson Two GRAMMAR NOTES 2.1, THE LOCATIVE FORM (CASE) OF NOUNS, In English, location is shown by phrases made up-of the noun denoting the place praceded, by a preposition indicating location, in the house, on the street, at home, etc. In Malayalam the realtionship between nouns and the other elements in the sentence, i.e. situation, are commonly shown by attaching an ending to the word which serves the same function as our English prepositions. Location is shown in Malayalam by the ending -oh meaning in, on, or sometimes at. A list of nouns in their locative forms appears in section A of the reading exercise for this lesson. 2.2, SPELLING CHANGES IN ADDING THE LOCATIVE SUFFIX. c No suffix in Malayalam may stand alone; it must always be attached to a word, the one exception being when you artificially set them off, as in these lessons, in order to explain them to foreigners. Certain rules of Malayalam spelling must be observed when adding these endings, These conventions are summarized below. They are few, and fairly straightforward, and apply to all other vowel initial suffixes on nouns, and even to the frequent habit of writing common combinations of words together as a single unit. These very basic spelling conventions will become second nature as you are exposed to more and more wr_tten Malayalam, but for the time being, you may find the explanation of the system useful.46 Lesson Two Grammar Notes The most basic rule of Malayalam script is that ali vowels within a graphic word, i.e. any unit bounded by a space on either side, must be carried by a consonant symboi. in other words, ail only dependent vowel symbols may appear within a graphic word. The sole exception is when a word begins with a vowel and there is,therefor ho preceding consonant which can carry it, Thus, when the Malayalam word ends in a consonant, the initial vo. 7 of the ending is attached to it, so that it forms a single syllable. witness WBcleb in tetchar (Sloat ,‘in school? etc. When the final consonant iso’, this changes to¢urm (double(), as ina Bah dhe, tbook', almpdenmlcab, tin the book! . It follows from the rule above that two vowels may never gceur within a graphic word without an intervening consonant, ‘Therefore, when the Malayalam word ends in a vowel, an extra consonant must be added as a joining device, serving as a carrier for the initial vowel of the suffix, The consonant QJ) is the joinirg device for all vowels , c.f.ch EW 'chair', emacdlad tin or on the chate', dr) ‘Cochin! 61442 Sb in or at Cochin', Sléorein> ‘chicago: sldspgunelalt in or at Chicago', etc, The one exception is when the word ends in the short vowel © ; this vowel always drops and the initial vowel of the suffix (or of the word being joined ) is written on the last consonant of the word, which is now in final position. Thus,@@cqy 'that or it? @roahleb tin it, in that', also SMy Psd notebook my derleoh ‘in the notebook', A list of locative forms of various words appears in section A of the reading exercise for this lesson. 89 *47 Lesson Two Graumar Notes ¢ 2.3. e-)’ AS A MARKER FOR YES-NO QUESTIONS. There are basically two types of questions which one can ask, information questions versus yes-no questions. Information type questions cortain a «an . question word, what, whe,cuhy when etc,and require , answer which provides specific information to fill] a gap in the premis inherent in the query. You have had two question words in these lessons so far, Qo ‘what! andaginilas'where', You will also notice that both the demonstrative pronoun and adjective trios, as well as the adverb trios in the reference list for this lesson contain a question word as their third member, These are used to request specific information not presently held by the questioner to fill that particular gap in his premiseor proposition he's working with at the time, Whichever kind of gap the needed information will fill, the question word in this type of question always appears right before the verb in Malayalam , with nethi ing in between. Yes-no cuestions, on the other hand, contain no question word as such, and expect an answer which signifies only whether the proposition contained in the question is valid or - .t valid. “Is your home in Chicago", for instance, lenges Ag Aamrensatlersgans? might be restated, ‘your home is in Chicago, is that true or not true?' In English the only cue we have as to whether a proposition is a statement or a question is the ditverence between a falling or a rising intonation in speech, or the difference between a period or a question mark in writing. In Malayalam, however, the special question marker @—)’ is :dded to the verb, In tems of spelling, this follows the rules just set forth in 2.2 above. 70 -48 Lesson TO Grammar Notes G0 Note that in the absence of a verb—-p’ may be attached to any kind of word, or: phrase + which forms an abbreviated question, witness,@erm? "this one?', 'this?', also Adhoz\lovlees>? ‘in Cochin?', and so forth. 2.4, VERBAL CUES FOR THE NEAR-FAR DISTINCTION, You can see from the pronouns and adjectives for 'this' and ‘that’ in the vocabulary that Malayalam has a similar "near-far" distinction to thet in English You may note from the reference list for this lesson that the . same distinction also operates in adverbs of time and manner. The distinction itself needs no explanation since it will coincide with the intuitions you have already developed through English, but Malayalam is more systematic in that the initial sound of the word marks clearly whether the word indicates the "near" or the "far" alternative. The sound @D means "near, while Ge signifies far", or perhaps better said "not near" in terms of space, time, or whatever dimension is in focus. In Malayalam this distinction is also used with third person personal pronouns. Thus, though the common form of the pronoun begins with@I , thereby indicating that the referent is not particularly near, it also has a ‘near’ counterpart beginning with . These special $D forms are only used when the person referred to is a party, active or Passive, to the conversation. Thus in Lesson one @rorucb,@reaido and BSWSQave were used to inquire about persons in the same 71:Lesson To : Grammar Notes room, but not involved in the present conversation, whereas in Lesson Two the near forms $0@J>0b is used because the person referred to is listening. These ‘near! forms are used, as you have seen, in introducing people to each other and also in formal speeches of introduction, commendation, and the like. All other Scemsions take the normal 'far' forms of the pronouns, 2,8, CHANGING THE ORDER OF SENTENCE ELEMENTS FOR EMPHASIS. You may have noticed that the sentence in @racuctlerh corycmreny alg? Ex-3I does not follow the customary subject complement verb order. With equational sentences, it is possible to emphasize any element in the sentence by moving it to initial position in the sentence and having the verb immediately follow, Thus, normal order Gack mampend the is Raman’! gives no emphasis, but mam crara “ie. Raman., (not someone else)” gives emphasis to the complement, Raman. The subject itself may be emphasisad by placing the vevb after it as in e Brum wat, “It's he Crt someone else] - whe is Raman 7. Similarly, the normal order Mansas alg aNd Acai song SMB CQ ? Tshoit of @re@mam eurgems?] DD eemrsss” UE 2 4) Gs e2istk Dexiad rics Mary. eo HY Mya? eom>2 Maron “DQ Sas coe? erm) or erase As, There is Younger brother Oh! yes frand Pose Din handy Is that so? thts Woy , over here (Please) come[palila command] (Please) sit down] poli command] adey breather Wel Come now Beght away a formal Cbitevalin - I bow G you- same Pa 6h] Areal , comfort How are Cyoud 2 tndead, For suve taatd, fod many, how much person Lalse name five We. Texelting. Listers}Lesson Three eraid Sw) AW Ads 2 53 Vocabulary twoho al 2 rade Socthax ai . YOO inother — fe— 22 — and — b= 24) elder sister —) thee Ladjective} Bom Aare ’ Rare qenere aig Kan @ aol Rupeds), m one Tobe qpioll af. E> ob t take Sv Raking, Dts Ahis muck ; ths trang aM enough Bnen sae Loser] — Yourger sister art ee org two ones three, meg Pour ors Five yy SLX 21GQ” Saven ay < etpht Soh iD Nene aos ten W0-Lesson Three 54 READING PRACTICE Note how Qeng joins to the following words. Brac Brame rave crn Sore rach ramen” ofa" aD eoerg” Spee SOS ons oe Sas manor emoanvou sae GReQwOe VERGE akephore Mh HBG a Ge agageng? Qen\ Qe aL Ae bavo SAD AS OT 755 Lesson Three 8eQ seb: ADA ny Deorsr? Bromsnerb: 3! Der”. CQo0rd : BBQs anacrajled aHray A AYN}, AG ovrg’. SLOrQeb: Gea amen >? DMeesrs 21s. My ewasdiet wmeles. @alsak y We Meds aime... - rggedloen} s NAM re Carer .Ysrsareem? taped: ayes man, SVD, aggoo)nvlach » SLEW M2E6em> ? Negalany’: GRAD. CQQrorb + 4) slab 2M Cnimaong 2? HgQalom} : SMBs GVW) C1 o35r’. BaQrord + Brad GMawatynV26rv ? OQADbay: Gralewe GAe More Csi zilaje Gore: Carer: Grey a\dre NEQWendlacg 3g NANA Aad Desrer? NgQailenp: Qerg. DQ9—m>. apord : NeEQaleadinck enamelled egw y Bu ADS AOI rd BENS 2? agQgedleny’: ee aca lecwsi Ramerb + o>! aml, ail. 7g -56 “Lesson Three EXERCISES Learning the numbers, 1-10: A. ‘Study the numbers from one to five, then count aloud when called on in class without looking at the book. B. Follow the procedure outlined in A, above for the numbers six through ten. Picture « written symbol with each number in order to form a mental issociation between the number and the Malayalam word which symbolizes it. C. Go around the calss doing questions and answers as in the model with each the student doing the quizing showing fingers, or the figure written on a piece of paper oy on the boardas a cue to the expected answer. Model Student 1: Ds wa)) @Q wo err ? student 2" (@Y2 LD” ene]. Pronoun Practice: Form sentences as in the model by matching the pronouns in A. to the kinship terms in B. voast: CRUD aa wo ed SoéAh a Cea tm gb 4 i) mrad ea: ot BD ru eed wah MM wrod me aa? aco @M2 ami curd AID Qern) 7937 Lesson Three Exercises 3. Read the following sentences making sure you understend the meening. Taen practice them orally by repeating after the teacher. RraMay ErBpre sgjd GQerd. . MEMOS oye By BAS OS) fo SY \th Dare. cn thaek RBar PEG Hee 2g. | BP BGS Lygeniardled Ar ADEatazeng. CAE So CRED» Aer gflslad UE. 6 Gg SM eENEAS \sree8. : 1 G-aaflyas Gta derilagmrers. 2. MGA ROS OD mala Grimoayems? « GM ~Da Calged ears: , rae nding Gada lA modAlack ~WraAh> Devs: > nGiat ayRMdre@sgerd GO? 4. Practice with OSes. Respond to questions put by the teacher or by classmates as in the model, question: a ch) 83 gyors ANd Gry E2410, srg" 7 > CNAIMAS By aB) ri V cob 2NO ertenreng’? yorwnu Answer: BRAUBHNS rm Beni \eoh BR) %Enleoyerg. _ _..8058 ~~ Lesson Three Exercises Translate the following into Malayalam, 1. "Who all are at home?" "Father, mother, and two older brothers." 2, "Is that enough?" "Yes, that's enough." 3. wimerets the book?" "t's in my desk." + "Do you have money (on you)?" "Yes, I have ten rupees." 5, "Who is that?" "That is games." Mani is his elder sister, 7. Please sit here, 8, "Is mother home?" "yes, she’s here," PL ee59 Lesson Three Exercises 6. . Prepare written Malayalam responses at home to the following. 2. 5 . ve Af leas mos aad glob 2O& A resemrcsy org” 2 2, og Asm as ~YWrAQreons? 3, eroailas hemaajemss*? 4. oh\ serads ME C1020? 5, eyo areem> ? 6. a alles Cry > OL cy ewe’ 2 F. aGiSe OMe “MMa>r ? 3. wai on\ esas Br Eamreem> ? qa. DS syrmsas hhemoasom ? lo. lane os oad? apmss ananayleyeors 7 7Lesson Three 2 Exercises y FA. combine the following words with Bray short form of (Tas . Medel: Mmyerte Hyuas a AYR Arend’. orn eerso Bre OA eassi) @ steak AA th es oleate Dy od aAymhhe atBe Hox 8361 Lesson Three Exercises #. Bcombine the following words with “2 Gews>'- Example iley ails Gans>? atlglet 84Lesson Three Exercises Fa Combine the following pairs of words using So as in the model. Modal: arn adab , emeaide @SralMe SrA Boe 4d. ae) ; Chuva 2. srooob , oN axa %. 6A, Hew 4 De, os 5 Q10%2,n19> 8563 Lesson Three GRAHMAR NOTES 3.1. EXISTIVE/LOcATIVE senreNces wira Dove In 1.1. the equational type sentence was described, consisting of a subject, conplenent, and verb, which 1s always (GY2 ETO or some other form’ of the verb 'to be'. In this lesson you meet the ‘existive type sentence, which consists cf two rather than three basic elements, i.e. a subject and a verb which will always be some form of the verb Qory . Whereas the copula (rer de, transiates as ‘an, is! or are’, Dory’ usually translates as 'there is’, ‘there are’. Witness; ACP Qeersz>2 ‘tare there any bananas’, erg, eauocunh magengy there are two Mr. Keshavans’. These existive sentences may contain a locative expression as well, either stated or understood, but this is not a basic or required part of the existive sentence. For exampl v re) galafles Crom) AERA" there are five chairs in that room'. Or HEI Iszy Bors> FZ ‘are there chairs (in some location known to the conversants)?’ Since equational sentences may also have a locative phrase as their second element, or complement, the Bryers” sentence type and the DEVE sentence type often look alike structurally. There are, in fact, cases where either may be used interchangeably as in: @Og4rh allglessesms? or Bears aflsleyesrs>?, “Is father at heme ?”. AIMAHe Mangas AAaAcilek Sess? or AIHe Nlesnges anchajies emer? , “Do You have the book 2?” - 86. 64 Lesson Three Grammar Notes The majority of cases, however, require either one type or the : other) but in cases where there isa choice, it is generally better t use Derg. You will soon develop a feeling for which sentence type is required for which situation by working throvgh the conversations and exercises in this, and following, lessons. For the time being, here are a few general guidelines for where Derg must be used. A. i. asking whether, or stating that, someone is present. ct. AgQailems’ (eoriln} Deca%s games neve?! B. Whenever English requires, or permits, 'there is' or ‘there are! as in: CO 6TTS, BQu2ayeng?. ‘there are two tables, Tig lob =O eaicreng 2 ‘how many people are (there) at home?! Cc. For expressing possession, where English uses ‘have’ (see 3.3. below). D. Por most expressions of physical and emotional feelings (see 15.4, 21.3) 3.2. 'ONE OF YOUR’ POSSESSIVE PHRASES. Malayalam handles possessive phrases such as ‘one of my books! differently from English, c.f. aQ\rh G3 aAohvho in the conversation for this lesson., literally ‘my one book'. In fact, you will commonly hear phrases such as "my one friend" in Indian English. This is the only way of rendering such phrases in Malayalam, and after a little practice, it should begin to seem quite natural to you.Lesson Three Grammar Notes 3.3. POSSESSIVE SENTENCES: ALIENABLE VERSUS INALIENABLE. Malayalam has no separate verb equivalent to English ‘have’. Possession is shown at the sentence level (as opposed to the phrases covered in the preceeding section) by the verb in collocation with the appropriate types of noun phrases. There are two kinds of possession, sometimes referred to as alienable and inalienable. The fancy terms are, of course, not necessary, but you must have a feeling for the two kinds of Possession ané the different types of phrases they require in Malayalam. "Inalienable possession" applies to things which one has on a’more or less permanent basis, or by virtue of who he is and Yeyires the possesser to be in the dative [covered in 4.5) Family members, for example, are yours by virtue of the family 3 you're born into. Witness: afinlans’ acs ealsorend. v 'T have an older brother', and Wiles OR Bglerve Sraasyqesns >? ‘do you (respectful) have your father and mother ?” (this questions whether they are still living, not one's legitimacy). longterm material possessions are also in this s ertegory, c.f. Heavens alls core? ‘dc you have (own) a home?” Note how this contrasts with the meaning of 7 : 5] S$ ado shah ally requiring Gryerrd as in: lssaSBns ANG Adv zilvleveam? ‘is your home (place of birth and upbringing) in Cochin? 5 amass oil The paraliel sentence Msemibdes AdrajWles cailgesne> % means ? ‘Do you own a house in Cochin?Lesson Three Grammar Notes The other kind, “alienable possession" refers to material things one has on a more temporary basis, and which can come and go in the course of everyday life. Sentences expressing this kind of possession always have And glob » literally ‘in hand* which, -hough usually not translated, can sometimes be rendere@ as 'on you', Thus when John wants to borrow some money in Conversation Three, he asks ‘AEQSAWlack ArdgIlch Low Bet aDisdnrreenrs?,'de you, James have. ten Rupeesfon you] which I could take’. It is not essential, however, that the item be actually on one's person before aadasl\et is used. Thus John says to little-brother @@v2Qos AHaBleb afMach Gas aAoyAGeng,the has one of my books'. the book may actually be on a shelf, in a book bag, or anywhere so long as it is at the moment in James’ possession. The boundary line between permanent and temporary possession is fairly clearcut. Ordinarily a car is a permanent possession , : sinitarly Goad ds comqerg’ means ‘they have money (i.e., they are well off)', while GUMS andres lod alemaers. means 'they have money right now’, This distinction is sometimes reflected in Indian English in that temporary possession will be rendered by ‘with me', roughly translating anwailedt as in: ‘your money is with me',-'is that book with you', etc.67 Lesson Three Grammar Notes 3.4, THE POLITE COMMAND FORM C? VERBS. Polite command forms of verbs always end in the long vowel DMwhich is attached to the stem. The basic form, or citation form, of the verb ends in Ddh , c.f: Crleo3d> ‘to come, come’ and Poked te dh ‘sit or stay, to sit or stay’. A list of polite command forms appears in section B of the reading exercise for Lesson four. The citation forms of Some. Tan verbs Appears in Section..A of the reading exercise in Lesson Five. As in English, the personal pronoun subject of an imperative (command) sentence is usually omitted. The forms ending in 2D have craleersdo as the understood subject, hence they are polite forms and may be safely used with anyone in any circumstances. Other command forms are introduced later in the lessons. 3.5, IMPERSONAL EXPRESSIONS FOR HEALTH AND WELFARE. Physical and emotional feelings in Englishave expressed with equational sentences: 'I am fine ,thirsty, angry, depressed, ———_—_ expressions in which the person experiencing the feeling is not the subject of the sentence, but a kind of indirect object,which requires a dative form of the noun or pronoun. The dative forms are dealt with in the next lesson. For the 9008 Lesson Three Grammar Notes being it is only necessary to realize that the very common expression of greeting taught in this lesson TYAS? Jorle Camm, may not be used with the forms of the pronouns you have learned so far. When speaking to someone directly, or about yourself, the person involved is not usually expressed, but when it is, it must be in the form of Alesads ass and Dich) BY. 3.6. COORDINATE CONJUNCTIONS: ' ... ‘and! ‘and’. When you make a list of two or more things in Malayalam, the conjunction De must be added to every member of the list, not just to the final member as in English. Witness Bakre SRaajo ‘Father and mother", CBYO_aITDe ,TRAAMo NW ‘father, mother, and I', etc. You have already: seen in lesson Two that {20 may occur attached to only one word in the sentence. In such cases it means 'too' or 'also'. When you have a series of things, however, there will always be as many occurrences of Qo as there are items in the series.69 Lesson Four REFERENCE LIST Dative of Personal Pronouns anc) ac Alm ass 5) carado ony Bread wr o> U0 ase! OVER M ewes? Brits Bex araicd oY M ead os syn ssvavo bss!70 ‘besson Four VOCABULARY 63m, A, oe (Inde frit article) 23 tea hs Shop a) eng What do Yay have 29) &}20 all , every thing / Enlom (with d.ative ) L you, want $9 oF, Gking . S20 aBanen’d (with dative) I you ete like Chabitual Wiking only) . nrg No is not (Negative of GAs) agar then o> 2d) Co f fee amas me, tome ( dative) Niece very much 4a lok Od ETA NID, bring ER200 dosa A OD orn) Chute BD Barred} (with dative) I, you, ike . (Specific Case) to} little. ~~ &s) ‘More 93Lesson Four ae Yocabulary CO. give Cme or you) &s@a drink (BP 6B HON By GoQG or ( lek it be thus) ,OK CR AOS Len snam- thus ,@MpAnas,-lé stbe\ Catan — dishes Ady VS EntnGy - take @way atayet bey @ntel Baoan ~ Servant ; orn) on Aim , b& him C datve) at eme - money Q cry fple ase, Would you mind [politiness marker] O) dhog on, : gwe (he a tard Person) Cots do bt; goLesson Four 72 READING PRACTICE Note how @2gJ joins to the following words. 22 ye _ zine > 24) cree @raing acy R20 GEST m2 wo ee agin) ass ds @enailas ene nar atme enielanreomd inal 2 Bag dh> Slougy CSDM EQ’M EJ SOAIM gS ~ ane BAVRWEY BER .0Ags m330 Bh : HYD AD LS Pm BS Onl ones sw Fs} eontlas cu RY née 23> Bed at mag Quel dnowome] Wo) mes IS.73 CONVERSATION Bacar BA? Baas, ayes ened DAMS oDyew ory: DB Mas aMe}r Derg mics hos DD ENleme 7? 2419 @ oO ell areem? Gray. EN@ Galiagl. BRE BA Br 2) Soe Seem? ? , RANE, aD al od 2 2h) UBHoDPor«m. Rang Borat) adrreng A ? E Rove ENIC EM? . . @2,E MI emo, G 3202 ays nna AI gaa 2 Aa evs. oa cat) Soc B2Ewm? ; CREM £9 Wor SH). Romy 35} HH avi) mr p> ah) 3 8) B35) GH AA) EG EMam Cy Has. Dy Safad 0D)Ey re Adds ong eatrgs Merge p> a2ill fy §) Addr 6g Ahr atu ERIes? | TR NI ENIBI ANIM MIE BROS CR Dm a ere Gerr En2§ SH | WA) Ents Arr ‘be Lesson Fourlh 74 Lesson Four EXERCISES A. Form new sentences by substituting the appropriate form of the person words given below, 1). BAN Be} 212 w Enea? Mena Craw Maier Cand - RNERANe RANI 2D md @ er) C2134 "B. Give responses to the question when put by the teacher or by classmates, question; CAN GONG art 2M) omen EMo? meer: AQ last SD} ~RajCNemo. A. Use the person words in 1.A, above in the appropriate form to make new sentences according to’ the model: An) oss A260, 18a SoH aren | Aw ete: awy Exercises Lesson Four 2.B. Form new questions by substituting the wo: below, then call on classmates to respond to them. Naar ont alCpe 85 of O2@emo 7 Qoemo ho at) 219 DD 6 B3200 0199 ail Dey afl¢ 6\dno_mai) Dy carpe a Blen” 98Lesson Four Exercises 3. Read the following sentences for reading practice, then practice orally by repeating after the teacher. anilas 219 YD ENS _D eens? ? (Gy Oa Ges alee MA ag. Duy 4 TY He L-Qmled U200 2 28 ao ol. ons Sled Ga ny fa §)_o1 oneal) Od? $ cy. . (GW) Balm AM MES- EMEN oDeworgie: SD Gay, -aiaacrai aclew? EArud Ge 219 co Ererey doaslact C Niel Gor andr BIoM4 aleme AH27SB Ard Avra SA, Plaid Raed # DL + Derg = ~Decpong. 99“* fesson Four 7 Exercises Make the following sentences into negatives. Be certain that you understand the meaning of the sentence before changing it.” l 2. 3. 5. BRERANe Ema am mod BQ. Ds aQard enim wrens. snr GIA mas Aled Gerd. 57 EA DOS ANS Heo 221) alesse. BA Dyo Aare Qed aims ord: BAA Aesoag4 TD OD). GFS GDS ASQ silo rilard aflsoerd. BN BxBas SL» ej sea D260. Churried crus MA a Oils ont AAI A adiereg GN. at) wens - - Translate the following into Malayalam. 1, "Do you like this chutney?" "No, I like that chutney." 2. Give him this pen. 3. Please give me some more coffee. 4. I like dosa and chutney. 5. What do you want? 6. He's my older brother. 7. She's my Malayalam teacher. 8. "Where's your house?" "It is in Chicago.” 9. “What's that?" “That's a mango.” 0: "Is he a doctor or a teacher?" "He's a doctor." 178 Lesson Four ee 6. Prepare written Malayalam responses at home to the following. : aval aOoD e@nisme 2 22s €asem?, fh > | gases 7 Alm dros) aS Bx Baise RBIEAO- Q)sjoreoms,wohmreen>? re ied leer ans E42) diss >On Eom , BM TDYo MT 2eSo smowimes) ? ZL mrdle doad @s) _s\aane| entens Ope 2 @xI> dro Gar? KR -~ WF WN 8. Grasarh q wlan & eoriiss fo. 229 bs ables dhs rleauesns> 279 Lesson Four Exercises 7. A. doin GR} to the following words. BY 5BIAIN He &B2U0 i>) =i ee at Yo wo) eS G4 B, Similarly, join@dhSto the above words. * Example: SVAN + SAAS = SBA WahAs,80 Lesson Four GRAMMAR NOTES 4.1. WISHES AND DESIRES: THE INDIRECT VERBEQUSTN| - It was pointed out in 3.5 that physical and emotional feelings are usually expressed by indirect sentences where the experi- encer of the feeling must be rendered by a noun or pronoun in the dative form. The dative forms of the personal pronouns appear in the reference list for this lesson. The common way of expressing wants or needs is with the indirect verb BOIGMo. ‘eo want or need’, Witness A620) d53" 0303 Baim Balemne, ‘z want/need a pen', One irregularity of this verb is that when'the question marker ‘@—>’ is added, the fina “o” drops: Hlesnthass 2170) Caieemzas you want tea’. The negative form of GQIEMo is @O16NS, ‘don't want/need". ras aQ)\os\ ass’ ara) €ctsMg."1 don't want/need teat. y 4.2. LIKES AND DISLIKES: INDIRECT SENTENCES WIT? SOQIQ26nd. u Liking in Malayalam is vendered by the expression SD afiQ2er7d v consisting of the noun SD»Glo and the copula Bowed » or some form of the verb 'to be' in an indirect sentence. ‘Thus the person who has the liking must appear in the dative, and that for which you have a liking appears in the normal Os 4 u nominative dorm, Thus, aC \nl\Gs choai] D-Warcrv, "I like coffee'. Note that sentences in this form cannot be used to express a liking for a person; These require the person word to be in the accusative form taught in Lesson Eight. rt must be clearly understood that ED ~Ha7€EsmN?? is used for habitual liking only, usually rendered in English as ‘do you like’. 10381 Lesson Four Grammar Notes Be sure not to confuse this with the similar English expression ‘would you like' which is used to offer someone something on a specific occasion. Such cases are handled in Malayalam by @nieem> as you may see from the conversation for this lesson. In order to express liking for a specific item that you have just tried, tasted, heard, seen, etc. for the first time, you must use the expression oO -Yarsi) , literally ‘Liking has taken place’. This illustrates the principle stated in the introduction to this book that languges often express the same concept differently and that the specific mode of expression is arbitrary, not logical. Thus when someone samples a particular item, the English speaker asks in the Present tense 'do you like it' whereas. the Malayalam speaker asks in. the past tense ‘did you like it' or, more literally, ‘aid liking take place’. Note that the person and the thing liked are both omitted from the Malayalam sentence when they are clear from the situation, or from earlier sentences. You will find the omission of known items to be a very common practice in Malayalam as you go further into the language. 4.3. DIFFERING RESPONSES TO YES-NO QUESTIONS ACCORDING 10 THE VERB. In Malayalam the word for 'yes' GYO6W® can be used in answers only when the verb is some form of the verb 'eo be!, e.g. dhol] Gah Qrterir?, Goan. + In sentences with all other verbs, an affirmative answer is given by saying the positive form of the verb occurring in the question,while a negative reply is given by saying the negative form of the verb in the qiestion. Colloquially 32 is often used: in place of the positive . : - p0982 Lesson Four : Grammar Notes verbforms. This word must be pronounced with a somewhat drawn out level midrange pitch in contrast to the quick low falling tone usually given to 'oh' (I see} in English. Here are the three verbs you have had so far with their appropriate positive and negative answers. aA BOD NeQablacsesmo? "Is that James?! BoM 'Yes', ong) Wo". BAmarilns aaa alralons Oeoe?Is there a teashop there?? lee "Yes", 2 "Wot. c. -2l@ares] erigeme? ‘'pofyou)want chutney?" CO1sMe — 'xes', eniens "Not 4.4, “THE DATIVE FOR INDIRECT OBJECTS. A small group of verbs like Odh2Qdis3dh_ ‘to give’ (to a third person) are called double object verbs because they have, in addition to the subject or actor, two objects, one called the direct object indicating the thing which is given, and another called the indirect object indicating the person who gets it. You can see from the sentence in the conversation Brain oo aleme OM Oh25,(f0, that the indirect object must be in the dative formywhile the direct object appears in the citation or nominative form. 4.5, DIFFERENCES IN TRE DATIVE ENDING. Malayalam has three variants of the dative ending depending on the final sound of the word to which the ending is added. These are summarized below.83 Lesson Four Grammar Notes Lr — ending in: 1, All vowels except S24 DY (which is rare) that is,after BO, BYD, o> 29.7, Ong), BL rare] 63> Note that YD , 6% , and 62> require the addition of 5) ~ before tes! Examples: C@ra@a@ss 'to or for mother’ reer cil det! 't0 or gor the mango! dell tes’ sto oF for the curry! os] as” "to or for the woman’ NG ds to or for the hand’ 2Nlamreunadilclts or for chicago! After human nouns ending in OD Example: er 1 UodsS, 't0 or for her’ AchUo diss’, "to or gor (the) daughter.” 3. After any plural noun, whatever the final sound Examples: aon, haanbde , "to or for the books! oo . Salscardaed, to er for the elder brothers! a. ‘flere? is added to words ending in: 1. ‘the echo vowel ] , Example SOvslrs! tto or for itt, cao afler8’ ‘to or for the watch', etc. 2. Any consonant without an inherent vowel or an attached vowel except for plural nouns and for human nouns ending in ob . Examples: CIGles’ to or for the gentienan', oniilg lard’ to or for Bint! (note the doubling of @1 ) AAaeilaY, ‘to or gor a mile! 1.106.84 Lesson Four Grammar Notes 3. The high back vowels §2D and OY . . Note that the joining device C21 is required. Examples: alll’ "to or for the cow! debaters "to or for the queue” (to word commonly used in British and Indian English for a lire of people, vehicles, etc. which has been borrowed: into Malayalam) uv . After word final Tb the ending lord” 4s shortened to avoid redupiication of the rb sound, and only the final vowel is added as in: _ arse "Ragen! <0>8m ve” to or for Ragan. 4.6. ‘TWO KINDS OF GIVING: TD) 03 Ay versus SiGh2ZARA . The two Malayalam verbs for give are distinguished according to the indirect objects they can take, i.e. according to who gets whatever is given. COO3chy “ is used only when the recipient ie in the first or second person, that is I, we, or you. Ndh2Sccs@> must be used for all third person recipients, her, him, them, or one or more persons referred to by name, kinship term, etc. Thus in the conversation when Bill wants more chutney, he says 430-245) Olea since ‘me", is the recipient, but later on when he wants his Malayali friend to give a tip to the boy working in the hotel, he says CBDAITS $OY aloe Sane oxhrA(OH. ‘please give him this money'.' In this lesson you see these verbs in their command form only, but in subsequent lessons you will be using them in all tenses. The distinction spelled out between the two verbs here holds throughout all of them. . U7as Lesson Pive VOCABULARY fy Bd - A male name Q nl “ . Toom adi BRD - is, amare Sitting Qu yon - is, am,are doing at dl aaena - s ,am_are sTidging -~ Usel essere = readin onl ala - Movie | silm, Cinema —_~ dhoemoad = -_te_ See Cn dyer - is, am,are gong os - No, (Negative of verbOong) - > és3? Quastion” form. of Mel. Atma om =] - %§ am,are not Coming &h) ae - matter ag, n vu iMG €30%47. 7 have some work SM» ail any Greay 2 - isn’é Javenk you, My ede C Question pe of Gg). H&M Bran + That way , like that. oe C oH Gemad- but CI MIBo - Malayalam a - thon ‘ee uNann - thom. later Amemasr naan dh2GMre - See. Yeu latiriso lens) nee 19886 Lesson Five READING PRACTICE A. Note the infinitive forms of the verbs you have learned "Bn 1> de dh Br1>2dr20h Ua ch roe. Brrr do Drosmsah adlaascy au Slaw ob 2 blond oo Manse Oh? 5 oa,d> As doroerb 23 gy db O24 yoo AG INE Cav AHA O-oerg @~1odsoeh Adhreng, 23% Nd > ene 1204 MHA YH mia csck B, Note the present tense forms of the verbs you have learned so far, Posttive “Bald chore Qe oro dhoevrave a3 6) bisa re 2 8)\ bars DN dh? | ABOS m2) om © h2ong, 6 212 dara DA MA UB - jog. Negetiv eno caomlgy Urner ey hom omnled andl ansanies DOS) Soyer gy DAIS dongs Narayorrgs or Ong, Bat drsoml gy Ndweng, ctcacrsl gyHux Dailas ws on 7 ey Qn) Slab 20) aan - es] 2) 4-21 Bonn? Mon alclegan. aia eceme? em smd mbleila dro mond Galo dame. CURECND? . 80 £5, erm0m Alen orhley : -girns dro ele 2 AQ) A) aot Aosgp C goelleyend, “BO EQrelarend Ms? mila croemd orDsegs; CR Bram nrg. AUBHe &H Haren’, ret Del ed Grant Ge! woee e8) omsah Deng. Arneflet Meas 2 » Bencfletdl, aQemacrh oH wAdeabaen. nd) ry AOg aden droamee. ued), Gem. , 1io88 EXERCISES Make present tense forms from the commands below as in the model ning, ratnam WG O VaR ot §) a 6) 21 (Lesson Five Eats a3 at 6] és, chro ETA ALG Oh? $1 GR ACExercises Lesson Five 2. aA. Read the following sentences making sure you understand the meaning, then repeat after the teacher. QA @xe5) a1 yr, = GIOIA soa dr Slaw: Cc. I a Calsed Mer atclaaan. . 1 6BBA Ent Ayer. BOD Mea aad oolagarr. . yt ch foo il amoergnimr: CAI} vinla woe om. Gr wor a) ol a A ea Qu MBM. eras rh GR Dor ay SoD] xt Ado2goa afgh rings Borda} aa yor. + Change the sentences in 2 above to negatives as in the model: emrab Lege, ernoms OI omlay.4 tate: B. oC pe E. Fe G. E. I a. RK. Le Lesson Five 0 9 Translate the following into Malayalam. Exercises I have a little Malayalam to study- He has a little more work. We (exclusive) have a movie to see. hey axe to bring coffee and tea. We (you and I) are going (in order) to see that house, two servants are going to bring the table. he family is going to have coffee in the teashop. I don't like to study. Father doesn't like to sit in this room. Mr. Keshavan doesn't like going there. Don't you like to speak Malayalan? 5, Write responses in Malayalam at home to the following questions. Ea miles oem enisme? 2 Aaa ane aad awe Qrg! 3 aflglab wy aes 2G 24 Bi ero Doren? 4 AD G2 Ue Ala aoeracdenteserm: s of) Re al Sa sla cnle 3? 6 q 8 q Wh emndd og > SoePareer? A-OA@& ales ENieme, mq adler? ourdlad any & 5) ian ol eEem?? BI aver gol ad) erm errs 7 lo €MEn CArea @AAOR EUMeme? nnn ie91 Lesson Five Exercises Pill in the blanks in the sentences given below using the appropriate forms of the words in parentheses, 1. rea co dlonn. [mena] 2 spae act laormleysend.Lereah] 3. Gade HoH . Pdas\ desc] a cod) @en3e4) . Lasapar Td. 5, aio a? PO ai A1AWS- Qre. T ws asa) 6. Aoslayns — arc onagoriene rs orn ssraho dla — C23 2d3ers . [trem] 3 aay! 2D [pmog aad] ele 219 9 -Bareem? [rlante] lo. @aaie wynhdre _ Tarra teal] 11492 Lesson Five GRAMMAR NOTES 5.1. THE SIMPLE PRESENT TENSE. The present tense in Malayalam is formed by adding Srp” to the verb stem, thar aS acre subjects drink, am/are drinking’ or 'he, she, it, or singular noun subject drinks, is drinking’. Similarly: HalgQiorre ‘I, you, we, they, or plural noun subject do, are doing;, or "I, you, we, they, and plural noun "he, she, it, or singular noun subject does, is doing'. A list of present tense forms appears in the reading exevcise [Sec.8] for ’ this lesson, in both the positive and negative. You will note that the present ending is the same no matter what the subject, so that there is no subject-verb agreement to worry about in Malayalan, The simple present may be used for action which is in Progress at the moment, or action which is carried out from time to time. It may not be used for habitual actions or general truths; these are handled in Malayalam by the definite future tense taught in Lesson Seven. Note that the negative of the simple present is formed by adding the broad purpose negative particle OD} onto the present form. Here, as elsewhere, final short ©) drops before a vowel-initial ending. Thus: das saan positive ds Sléaciley "do uot, does not drink, are not, is not @rinking'. similarly: ©\21QJcova positive Oaialgy $do not, does not do, are not, is not doing’,Lesson Five Grammar Notes 5.2. THE GERUND AND INFINITIVE OF PURPOSE. ‘The conversation for this lesson contains three occurrences of a nonfinite verbform ending in—>crb? .Nontinite simply means that it is not the main verb in the sentence since Malayalam, like many languages, permits only-one finite verb per clause; Two of these aod , - foms function as infinitives of purpose:Smaalh wlenla dmemond deste, ‘we are going (in order) to see a movie’ and aan as: &oal ‘Quando adlémocren’, ‘I have some Malayalam (for) to study’. In general where English uses "to" plus a verb Malayalam will have an ‘504? form; therefore, no detailed grammatical description is given, since your English intuition will serve as an adequate guide. However, this form is also used in some places where English uses an -ing form. witness:crblmla éhremnch oYacg?, ‘don't (you) 1ike seeing films?’ Further uses of the ‘>crb? verbform will come in later lessons, but they will all fit one or the other of these categories just outlined. 5.3. MORE Possessives wimg Derg. mn 3.8 it was explained that English 'have' in the sense of longterm possession is rendered by the verb Qo with the possessor expressed in the dative, and that temporary possession of materiial objects is expressed by Qe along with the phrase S\6\hqqleob with the possessor expressed in the possessive, either stated in the sentence or understood. The94 Lesson Five Grammar Notes conversation for this lesson contains two examples of temporary possession of nomateria things: oflenldsd’ dsoal, eoQreileyeng’, 3 "T have some vork' and Ondo Paral Aelarse asdlanrmag, ‘I have same Malayalam to study'. This pattern is, in fact, used for all sorts of nonmaterial possession, whatever its duration. 5.4. CHANGING THE ORDER OF ELEMENTS IN THE SENTENCE FOR EMPHASIS. The conversation for this lesson contains an example of an equational sentence which does not have the normal subject, complement, verb order. This small section is just a reminder of what was explained in section 2.5 that any element in the sentence may be emphasized by moving it to the beginning of the sentence and placing the verb immediately after it. Thus the interrogative expression a§3@_ eap 25] is given emphasis in GQ Capreilancnd wmBjwaat work is it (that you have to do). The normal order wry “BD eegreSlarrerd ? would be unemphatic and would carry no sense of the frustration or disappointment which the speaker feels at his friend's inability to join the group for a movie. € 2 5.5. THE NEGATIVE QUESTION MARKER @&— . In section 2.3 you learned about the question marker “@—>7 for yes:no questions. It may be stating the obvious to say that the proposition implicit in the yes-no questions which take “e->” are stated in the positive: of. milesla dremob DPareenr?, ‘do you like seeing movies?', or, stated propositionally, tyou like seeing movies, is that trie or untrue?'. In this lesson you meet the negative question in which the implicit proposition is 11795 Lesson Five Grammar Notes stated negatively: c.f. rll drermrah gaees?, "you don't like seeing movies?' or, stated propositionally, "you don't like seeing movies, is that so or not so?'. € 7 The negative question marker @— can be added to all the negative verbforms you have learned so far, and to all those you will learn subsequently, except for negative commands. All negative forms end in the short vowel CGYQ which drops when the long “G—? is added. in contrast to cog a “a~? may be added only to verbforms, and never to other words or phrases. Here is a summary of the four negative questions you should be able to handle at this time. Their appropriate negative and positive (contradictory) responses are also given. A. BRED Danegy? ‘Isn't that Raman?* CEYDEY «No, SRNM, DIAMraN. "Yes, it is.! B.negadleny’ soctlaseilegy? "tn" James here?" me. tNo.', 633, Drs’, '¥es, he is.! c. doar) @crieers? ‘von't (you) want coffee?! Basevs, 'No.', 63>, ELEM. '¥es, I do." pv. A} mimeflees 2? ‘aren't you coming?! Me. 'No.', 85>, Uerers ong. tyes, r am.! The emphatic immediate future form Aucaepeng? is easy, but you need not learn it at this time. It is covered in Lesson Seventeen. The simple present CJCT3Crry may also be used in these answers,96 Lesson Pive G Grammar Notes 5.6. THE PLURAL MARKER FOR NOUNS AND ITS SPELLING CHANGES. The plural form of the noun is not obligatory in Malayalam as it is in English. When there is some other word in the sentence ~-which~indicates-more-than one~(a~number~or -a-quantifyer-like some, a few, etc.) the singular form of the noun will frequently be used as in: BSD, Adlaysrg ‘there are five rooms'. Person words, as a rule, however, must take the plural if you are talking about more than one as in:n-G\mnldss? are aiscaod Ook. ‘I have three older brothers’. Malayalam has two basic plural markers depending on the meaning of the word to-be pluralized. Most human nouns take the special marker > as in Calscard ‘older brothers', Trajcashk ‘fathers' as in the Syrian Christian or Catholic Church . All nonhuman nouns take dhdo . A few human nouns also take dhdo as in: - ol ‘woman’ aplerde ‘women', oss) venta’ daslahds ‘children! Sone spelling changes result from the addition of the plural marker. Firstly, unlike other endings, fay ? 4s retainea before dpUO . Note that the half moon symbol must be removed, since it can only occur before a space. Words ending in full short 2. require doubling of Oh as in: aD ‘cow! = 1D Mo tcows'. Finally, wora-finiL ‘+07 changes to BYS as in: ~A~hcre tbeck” ajmyanserado 'beoks”Lesson Five a Grammar Notes As in English, there are certain Malayalam nouns which are only used in the plural in the generic sense. Thus nt@e is always used, no matter how many bananas you may be counting, and lt76e00 can only be used in an expression like DETR Weve ~Q6R0S —'two kinds of bananas’. There are small groups of exceptions to most of the general rules above, but they are not numerous or systematic enough to warrant detailed explanation. It is far simpler to learn them on an item by item basis than to remember several lists of exceptions. For this reason, the plural forms are given for all nouns in the vocabularies of subsequent. lessons fox all nouns where there is an exception, or where there may be doubt. 5.7. THE HINT OF [y] GY IN THE STEM-FINAL ass . The part of the verb remaining after removing a tense or mood ending is called the stem. The verb endings taught so far are: the simple present tense ending “Oem a the ending for the polite imperative mood eS ou, the non-finite or infinitive ending’-)Cvb” , and the citation form with ‘oa’ + A number of the verbs in this lesson's reference list have CSS as the ginal sound in their sten. Malayalam, much more than English, is written as it is spoken, and pronounced as it is written. The purpose of this section is to point out a small pronunciation differ- ence not reflected in present day Malayalam script. v Ordinarily the OS , in terms of length, is Pronéunced like the double 'k' sound in English ‘bookcover'.98 Lesson Five Grammar Notes There will be slight aspiration on the 'k' of 'cover', however, which should be avoided in Malayalam. This normal rendition of 463. © is exemplified by the forms of ' OIG SSqy 'to give’. this is} is produced by the body (dorsal portion) of the tongue touching the back of the hard palate, just in front of the velum, or soft palate. There is a fairly large group of verbs, however, in which sten-final 63. is pronounced further forvard in the mouth, and with palatalization, i.e, with a hint of the Iy] sound after the G6}, all verbs having the short vowel $D_ before the stem-final Qos, as with ddlaedy , Sel derd> — ana a1 Sl ws v in this lesson, have the palatalized cfOS . Further, » Bos nas the hint of [y] in some, but not all, verbs where it is preceded by the inherent vowel (GTS. v Until recently, it was customary to write a half GU v in these verbs as in ©3GU@83dM to put, place’ and v WWW died 'to send", Recent script reforms in Kerala now followed by most printers, have ceased this practice so that these verbs are now written QU ctsydy and BDAY . a number of verbs with GB —_ before te have no palatalization. For example dls tes dh "to lie down' has always been written, and pronounced, without tle hint of Iy] . Since there is no way to tell, the verbs with vowels other than§0) in their stem-final syllables which palatalize OS are marked with the symbol [y] in the vocabularies of succeeding lessons and in the glossary.Lesson Six Nominative * ___ Srnqur ar _ erm ob 5 |} : cn\ saraUo wrasch Gr? B20 BREN’ mreasils caaid PLURAL Mears Orn 65% So Al seredo ers aid 99 REFERENCE LIST Genitive of Personal Pronouns Genitive ARI» Bos CEP Bano lererk HI Bos BRU cmos ME gQos SYD 6B Bans olen ans NaAIBAS ©Lesson Six 100 VOCABULARY te (Greg ers ( Adverb)- near, close by Célose pesition) 21 om 2srs 6 e359 Next to Close to - Marker ~ there , certainly is, ave ek Gajs Demi CaNrgah -Brahmin hotel and Jl 6g (dative Subject) Br A) are 20 eile = dont You Keow - Tp you, ete Know ~ behind | in back of Coit qentve woun) ENmieto o> om >> Or ey ee Cwith dative or genitive. noun) ($0524 Dsl} uo. 2 Do oMdg mom». 3) Oy» oees\ Boao — temple = will See 7 beyond 2m He other Side af. : betpre son this side of - ot, : aed -a lot many - Shivt - Sari want b bu, 123101, Lesson six Vocabulary . uw - School Plc = eprtte ityestop Cuith dative or genitive noun) & n . - & male name rm Gen ey - book os) we ° bem > (with locative noun) @M> Sore = toil look, find out Sr alls on - from thove102 Lesson Six READING PRACTICE A. Note the command forms of the verbs you have learned so far. 2 al@s Od ong, A (® as By em? @S ules 7d) GS D Groene, 6 a37(63 os <1 ae mo Soe O23 C5 oe) 935 B. Note the future potential forms of the verbs you have learned so far. SOe\ Gr de |] dm>0 was Gyre | cH mre AID. NFA? 0 6) dor 6B, 623 2 >> as Fre mya B20 Bai27dr27° 21) Ar dh26Mr0 24> wal ao>e B\dho eng, Qe Emr dar a 205) onze103 Lesson six CONVERSATION A wonllas @ngad om aQecras? a B2LDareeajo, Maanch a8 Corer Cass ob rAlslesy ? A GA) w= z 3 Grok Grxyn ao as Grmilels doom, Gry Bamietadles 249 d)ab BR ales Derg! a (rains Qs) ane Doar? b Wrare: Deng, Hlaonbed Qe a erNErieme, ast Sok Qxhear7 6 ad §)ee gooleniea. @ alt) Ged Qo, Me cur el drome. aQ)emoah, w QB Slab Q eal a Box & > ovsdle Sos Dore , @ronihs mga, a ad) @ralgen Asad) Gm20 oe104 Lesson six EXERCISES Change the present verbforms to future as in the model: Rho eraara , AP2 sv M20": ata yore, . x rv dl dann ds] ore 6\ 21 yor Cail Oa oro 1d] a8; er BV doo OB OU age" & &32§ Harm OD Cora) wy 007 1 127+ Lesson Six 105 Exercises 2. Form sentences by inserting appropriate person words from A. in the blanks in the sentences in B. aQ ell ea" Br woh ed CP Nuc mod os" 1B. — or —— Nhs Menus oe? —— 20 Moo DB2§5 my Masrch —_—._ 22692? of) DBdrg GH.2EM 2 128Lesson Six Exercises 3. Read the following sentences making sure you understand the meaning, then repeat them after the teacher. + Blond BQa8\milmges_ myan oer a PB And 89 cabled ae Bd ag » @eie Debn ed Grgamoed 4 lon Yas wn aad Rergerss crn By.syas Bd 5. Gar, 0 nQyailas x2 2 Crmayas ergad «Tey Garg all anh Sealed aR Loe"lees nem 7. AAP. GAS 27D AAS YS Dayo ame: . a. Srmarelamles Cr2In este 6rvd ahah ally. 2. 2d ern GOs Qo STH 2 Er Ga) calles ag 10. OYN9 ed aQreond ASl9) GSTHD t Lo eo) yas ayenil etd Brey BOS Ms. err -7 129107 Lesson Six Exercises 4, Write Malayalam translations of the following. Little brother is behind you. I will bring a few more chairs from my house. The cloth shop is near the teashop. His office is opposite the school. "Where is her (older sister's) house?" "It's on this side of the market.” “Will you give mother our plates?" "Yes, I will." "Doesn't he (respected) know Malayalam2?"’ "No, he doesn't." ~ "(Don't) you know the Krishna Temple?" "Yes, I jo." "The school is just beyond it." 232 weune 1 aimerlay 2 Se] ermoek Cay Ngl « = EremsgQrd oY Hab ats Og mnleay 2 3. Mama aas & rob ator 2.64 2 1. Mr GY Bel Mz rd) a) bed 2 5. Brsayreh Bos 2x5) Gy S)hyen)Ges 2 Maar Gy asda men Cm ale ey 2 7, C% GYNY. HEU op Qdorerg AUMmesS 7 2. Curt ml ay Qn3 croa) An enlen em) Gen} 2 2: O) aadd ep any we) an rnegd ?. 10, ant oS ers) 8 >> Grae Pls, 5) Cass 2 1, MMA ANE MendsEer Grea) slegd 2108 Lesson Six Exercises Prepare written Malayalam responses to the following. 1. @eisiles’ agap @rniem.? 2. Ga dmscBlob E212c2 ear? 3. ag dlook * qoalet Owens 2 h, @rmagers) ~Nailas 2closan? 5 € as silage als rm etorlart BSH ALN AMIN $4 HLaamM>esm > 2 lasses my, do mANe senses’? FM) eeads be Ha aires) ones ? 3. on) wimla ae aiaseam>? Q. ovr do 25) G3 5| gx lees? lo, chlarsde de AelanrSe @rnlwr¢ar? 134109 Lesson Six Exercises Make the following words and phrases into questions by adding ‘_ 63>”. QA + NBN r0 ate aynndhe act) M2017 DCA BR2U0 SRSLY moatlas Lac\a@rem? v AEQadle yore Amro dhoeroa rs Cai> dao da $\ ga p> 24) gatsme aor) As ealgnsms cnem, 4Lesson Six GRAMMAR NOTES 6.1. THE POLITE ASSERTIVE MARKER - (BYO@G\> . the marker - GYOCEJ> may be attached to any verb. Tt carries two main meanings, pollteness and assertion. Politeness is the more basic for it operates in all cases. Whenever there is a negative or uncomfortable element in the situation such as when you cannot satisfy someone's wishes, contradict what they have said, or criticize their conduct (see Lesson 19). -GREGJ> adds an apologetic note. When, on the other hand, you satisfy someone's wishes, the addition of - @Pa@G\> adds.politeness in the form of an undertone of reassurance and friendliness (see examples below). The assertive meaning is not pressnt in all cases, but does wishes, contradicting another's operate in satisfying someone assertion, and in making criticiams. It is not operative when you deny someone's wishes, The following interchanges will illustrate these principles ‘A. Satisfying someone's wishes: a 3 Is there a clothshop there" Qsrsegd>- there sure is', ‘You bet there is', ete. 2. BOSSA 12iQ}reQ5? ‘can you do it that way?! S\-2IGQJ2Aeg4>. "I certainly can,! B. Denying someone's wishes; whether expressed or surmised: lL. wodlas airaldnsadigyeey> « ‘I’m afraid there's no teashop around here," 2. 62h clear] eyegs2- ‘Unfartunclely,t'm not coming, 5 1331 Lesson Six Grammar Notes C, Contradicting another's assertion: 1. Greg wal Cugd. , "That's not right.’ Go, Vaclanemegy> , 'oh but it is', ‘oh yes it is, 2. WIAcree Eatrdgcnd. , 'Raman's going, too’, Syrah Gnlodsrmlgyegy,con no he's not.' 'He isn't either,’ D. Criticizing someone's behavior: . onl eapoei) aaigyonlgy €§J>-, 'vou're really not doing your work’, 'I'm afraid you're not doing the work.‘ 2.1 AAArBo alnayl giegt>, ‘Unfortunately, you're not speaking Malayalam,' Note that final SS in positive verbforms and final GTO in negative yerbforms drop before- G@OeEJ> is added. Note also that when - GYO@GJ> is used an polite assertion to satisfy someone's wishes asin AC above, a special intonation is required. The whole answer, Dsrrgegj> ,Plalaysaegs> , etc., maintains a high pitch throughout with the final syllable - @&4>, only very slightly lower in pitch than the preceeding syllables and ending on a level pitch rather than a falling contour as most sentence final syllables do. Other cases of ~ (CY0@EJ> have the normal low falling contour. 6.2, THE NEGATIVE QUESTION AS A SIGNPOSTING AND RHETORICAL DEVICE, The negative question in Malayalam is often used for a purpose other than soliciting information. Thus in this lesson's conversation, when the passerby who has been asked for directioas starts drawing his verbal map, he says: @® (YrnQem CaOrseh won) olegy + This is equivalent to 'You know the brahman12 Lesson six Grammar Notes hotel', thus establishing a common reference point from which to Proceed. The verb 'to know! need not be used, however. Witness: wrrailas cy tesla G64, literally, ‘isn't there a church there', but. equivalent to English "you know the ¢hurch there'. Such questions assume an answer in the positive such as Qe literally, 'there is', but functionally equivalent to 'yes, I know it’. I£ you happen to be unfamiliar with the landmark, you signal this not by a negative reply, but by asking mG3@>_ ss) ‘which church’, J Negative questions are also used as rhetorical devices in - which case they do not expect any answer. One such usage is for the purpose of setting up a topic of conversation or, particularly, of a story one is ebout to narrate. witness MAGS Echisalmovnilegy, equivalent to English 'you know Mr. Keshavan', ‘indicating that the speaker is going to go on and tell something involving him as the main character, the NG@AQos indicates that Mr. Keshavan is a close acquaintance of both parties. If he were a more casual acquaintance the natural initiator would be Bre edhvocuimbvodlegy - Such questions are also used to point out information known to both speaker and listener which bears on the situation at hand. If someone were chiding a friend for continuing to support a lazy relative, he might well say@raniok agysch @nmlaimegl riteratty, ‘isn't he my little brother’ but equivalent to English 'he's my ' little brother after all', thus reminding the critic of the relevance of his duty under the Indian joint family syst113 Lesscn Six Grammar Notes 6.3, THE IWTEWEIVE OR FOTENTTAL VERE ENDING - “—De” , The ending - “—De” occurs on main verbs and has two main functions, The special case of BSrAlaysr will be treated in 6.4 below. cl When occurring with a nominative subject, —Jo indicates the intention to do something. ern Gorilas EM rAnr, "I will look there’. Such stdements of intentionality are limited to first person subjects only (I or we) since you cannot directly state the intentions of another. In question form, the subject must be second person (oul oF leeds) cf. cA) aseere@r2, | will you comet, lewd conemyalala, SOcdlenr.eAr?, ‘are you willing to wait for five minutes". We generally associate 'will' in English with futurity rather than intention, but the‘-)o forms in Malayalam are best regarded a3 expressions about intention rather than future action. This will become more clear in Lesson Seven when the true future and habitual ending a Se is introduced (see 7.1). 6 2 When occurring with dative subjects, -}e© verbforms are usually translated by ‘can’. witnessCnlesn dod eng Halg|rear? ‘can you do itt, or @raierd ypewlabasle’ draslan2ear? ‘can he (probably a small child) drink from a glass‘ This usage indicating ability is clearly distinguished from the intentional usage above not only by the fact that it takes a dative as opposed to a nominative subject, but by the fact that it can take subjects of all persons. witness airless ng} Nalgp't can do it", Alesavoacd? GAG Nalejre, 'you can do it', GIGs> bates!a4 Lesson Six Grammar Notes cee’ Malgpe,tne can do it!, the negative NaiSionadley (see 9.4) is used only for the intentional meaning, never for that of ability. ‘Cannot do', etc. is expressed by 0-21 Bjoob at slg} (see 13.3). 6.4, THE INDIRECT USES OF Bralascr «You have already met impersonal expressions such as on Q26rmr" and some uses of Qa, and the verb @O\6v 0 (see 343, 4.1, and 4.2). Some uses of wd) ajdn algo require that what might be regarded as the performer of the action, the knower, be expressed in the dative. This comes about through the eccentricity, that xicst knowing in the present tense must be expressed by the potential form of the verb which regularly requires thet the involved person be in the dative (see 6.3). You may, in fact, sometimes hear speakers of Indian English using ‘is that place known to you', ‘she is not known to me', and the like. Other tenses. of Grdlaycanr take the normal nominative subject. The simple present form, @elayerre occurs only in special cases, and the simple past form BOA) rere, (see 11.1) means to find out, Note that, as in English, the thing known or found out (direct objec:) may be omitted if previously stated or clear from context. Conversely, the direct object can also be stressed by placing it first in the sentence as in: @YO@y” agen) ss) @eaANeI20 + know that’. Such objects, when stated, are always in the nominative form as long as the thing kmown is not Inman, When stating that a person is known, the accusative form must be used (see 8.1). Gnd) Joo has the cee ABus Lessson six Grammar Notes regular negative form a@ndlailes (See 9,4] as well as the special fom @radlasmb atoslg) Gee 13.31. 6.5, THE POSTPOSITIONS AND THEIR CASE REQUIREMENTS. You have already seen that certain basic relationships between elenents in the situation are expressed by endings on the noun, et, atl Slat tin the touset, 2 Ser?” ‘for the house', an slack ‘of the house, the house's’ There ave seven such case endings, these account for a very small number of all of the possible relationships one may need to express. Many additional relationships are expressed by post- This position: eningly strange name simply means that the relation word is postposed (placed after] the noun they refer to just as their English counterparts, prepositions, are preposed (placed be“ore) the nouns they are related to. This lesson's conversation contains four comon postpositions: GOA4O cx) "peyond! or ‘on that side of', SOYA ‘on this side of', crit ‘in front of' or 'opposite', and ager aleok ‘in back of! or 'behind'. Every Malayalam postposition requires that its noun have a particular case ending, Which ending is arbitrary, but at the 5 ~ uv sane tine, inviolate, the postposition ci\cr> + for instance, = nd) 3 tance, requires the noun to be in tha locative, c.f. Cilslab nies ‘from the house’, Just. as the English preposition ‘across’ express the same relationship, but arbitrarily require different words (equivalent fo Malayalam case endings) with then. The group of postpositions introduced in this lesson are more flexible than most in that the related noun can appear in either the116 Lesson Six Grammar Notes dative or the possessive form, In general, the dative is preferred in colloquial speech while the possessive is preferred in formal speeches and writing. However, when the related word is '@ prondun or person word, the possessive form is invariably used with these four postpositions, These details of usage may seem complex, but memorizing a few good examples from the lessen should enable you. to use them without having to think about the rules. 6.6. THE PSSESSIVE FORM (CASE) OF THE NOUN. You have already met a number of possessive forms as items in preceeding lessons. This form of the noun (often called genitive) in grammar books) has two functions. One, shows that the noun to which it.is attached has the reletionship of possessor to some other noun in the sentence. The possessor may be a person or a thing. witness: Mages fle! ‘our nose’, cdotlack Bnices —tyour (respectful) name’, Gal Gry al lr)” ‘father's office'but also CHEMUMAJNS N6\ch> ‘the arm of the chaiz', Cabarlank GYD CLD — ‘the meaning of the word', and so on. A subset of relationships between things in which the thing possessed falls completely within the physical confines of the possessor takes the special ending Imes” as in al dlnes Olan do "the rooms of the house' (see Lesson 16, Exercise 1 and 16.1). The other principle ‘function of the possessive form is to go with those postpositions which require it. Emmples are:117 Lesson Six : Grammar Notes wrochlasmmlsyjas -ndikel mening 1ittie sistert, drodlack rag acesd, ‘on the other side of the car (from here)', ror carr, qnded ‘in front of little brother', etc. As with the dative, there are three variants of the possessive ending which are selected according to the final sound, or letter, of the word. These are outlined below. mee QSS” is added to nouns ending in: 2. All vowels except © ana OO (which is rare) » that is after Gr, CO, _, 90°77 af) ,palrare] 32 Note that the joining device ©) is required after all these vowels save laff), which requires CQ}- Examples: @YGAGANS ‘mother's, of mother’ CArsGIQAOVS ‘the mango's, of the mango! PANQYNS tthe curry'e, of the curry! S\ajas ‘the woman's, of the woman’ AG BANS ‘the hand's, of the hana! Baciflecraors 'the radio's, of the radio! 2. After human nouns ending in - UO Examples: YO OVS ther , of her! AADBOS taaughter's, of the daughtzr' 3, After any plural noun, whatever the final sound Examples: AYyMAEBSos "books , of the books’ alSB2wIs ‘eider brothers , of the elder brothers’118 Lesson Six Grammar Notes © ? Be = Taek is added to words ending in: 1. the echo vowel 9) Examples: ~ “ Bralach "its, of it! Ade silack ‘the watch's, of the watch’ 2, Any consonant without an inherent or attached vowel except for plural nouns and for human nouns ending in Ch Examples: cr 0) ack ‘gentleman's, of the gentleman’ ont\e4) Nok "Bill's, of Bill’ (Note the doubiing of €) in Bill). acleSlack "peacock's, of the peacock’ 3. The high back vowels | and 22 . Note that the joining device 2} is required here. exanplesy ASLO Clerk ‘cow's, of the cow! By oalerh, "queue's, of the queue’ C. after vord-final cofemtieg |) ach? is shortened to avoid reduplication of the Crk sound and only the final syllable ack is added. Examples: CO>ED 6V oy ‘Rajan's, of Rajan’ Trach ‘hie, of him!ng Lesson Seven REFERENCE LIST Numbers © Qeb_ 24 A19@ [From o t& 29 O- ~aBIe 15 - ceil eons” L- ean {g- asc nog? 2- one 1F- wleme? 3- Qo 18- acmlams? he ene 19 — sacs obey 5- nem) 20- Swus’ be Cry Y 24 - Smaamlaagsm, Fac 2g 22 - Qos cniloeng? e-.ns 23- Se a0rilac’”’ _ artis! Qh- 2 mucmlesel fo- acs’ a5- Dmiarcil oy ome {{- aiclamsad 26 - Beam)! ad i2- Ala me" {2- actlaes” 1h - aiedl moe? Fractions 5h Admoceb 7 Bra iB My dh och Sf BRO Grab 27 - Dm a7) er @” 28- Dw-icmilaw s° QWq- Bemucril aaombs od 9 Mp BIEW Mag) rch, Gran oa) Sits =e120 Lesson Seven ; Reference List Bo_Qmat jooainc [From 30 © toe} 3o-Q2e" J 31 - Q aml aw 32.- QBordl eng 33- Qari an oy QAersl med. 35 - Aon’) won! 3b - QBomargd 5 at- Quanlew ¥ 3% - Q tors) acu s? 5 3a - Adorn] cubase Ho- m> &4 50- eect 2" bo- mats Fo- -OQn SL LL Go- nom gn at- nm ge, a BS320r0 92.- nem $9, Al vere, 93- nomen, Alar Ay AH? Ba, Ales , 95- am ome Alu Ey Fh - NO HH, Alen AF - Ne) om) EWE ' FB -AMm? om ALINBS 3 qq-am> ean, Al aereb-4 44 po - OD QW422 Lesson Seven Reference List 104 Qed 000 aia@ [From 4oL t 1001 J LoL- oy @\ acoso 300 - 9) ET fon - om Amana Joo - nmr Barasle 103 - 0% AlQ me {ooo - @mlov 104 - og Almsey” tos - og alec lob - eg ql toF- aBAlewQ” 103 - emsloosy {04 - 0% Alocoand 125" Ho - oy glwacst 120 - 3g) Berit [30 = epalqanss LHo- om almogie® (so - ee Dandie’ feo - ops Mare {7o- 34) Ogae! 4Bo - ogg] nerd ics \qo - 073 A) corm gras 2o- Dmwss Boo - QrDQ hoo - Mm 13) Soo - BO HT 600 - ERACRBL Foo- AQwS Se 144 = a .Lesson Seven 122 Reference List 001 Qmrab_ 10,000,020 Ice [From 4004 t 10,000,009} 1004 Bm Aloam\ acs” Hoo Bmoadloan) Ora {200 SHv\ _ Smog 1500 ern Ble ol orem” {900 BMD erilacmr2 8 20Nese 1294 Bm SlaclocmmEes> dlern| acmagey Alcea 2000 Dens 2D! we . Zoco qr rales hoce mes sodloawe” Sooo eral cdice . booo Bra? lao Fooo aG3g7 Slovo Seco ORR rdlee Joos andiomlmalle. {0,000 a len slo {1,000 auiaemlemre refloe 12,000 aio) arSleo 13,000 malgavaile. 15000 ale ay 2050 (F000 maalemg railas {B,o00 aiaam ag a5lne 49,000 acm aba ilnr alee Ro,c00 D earelmredsloo Jo,c0eo Amr-gamaleao 100,000 200,000 ooo, 40,000,000 Ace “CoS Seon C10Me. 5 oe | wmtom estHe 145* Desson Seven cad VOCABULARY Qa - Quilon, or iv Keele uv mim Bus ~DEatoch toon aq. Cdakiie sanjeet) todd get, will find Any &ésmry oxtira Little wstite (Ns corey ned 2 OO Orth now Dern) «GO > 35)? that time is uw: BH Gerdes “at 6 6 clock wand opr abniy lgel ees) - 1 (upto) te bus stand. Beo fu distance ae Dass - lange, adi AO Bev - mile OB Eos aoe - juste Orly a wile aADemamn - how Mads Crtr Gyre- - - baks-go. ach Bs Gro orgs? -clo you have @ Cav B Aoemam wih -p.you.want 520) - eee = ty —— co eeee Lesser Seven Yocabulary is) bar. - will call Eaioss — No Cdont wank nok necessary e4e:) 8 : Ng Ms ox - wallon asic ley -. Small "Oettese Croun: Aa T . READING PRACTICE Note how nM \cbioins to these words. _ CAIsme ——_ SNUemadediad ae Dacre wi) cols) Dog wed voll wre) ar2asen ah) Qrraen Qere Ders) aio ae eh )cd @)g, Ong 9 @5) cod Aslan. ally) onsane6) ob Bauerss Gad sr 01.0) a5) [Basmenseenlod - Note how -y0€f39 joins to these words. a Byer — (Gorn BY? Dee PHeg> erg’ Ors esjo Em? dmr Em) o> 2 6449 G2 ornr0 Goo ormn> IBA Alam cu aerngas 347c. Note noir “98 229,55 added to these words. AAI DOD CLI YO, ato ate Y22, . &> aah) o> alex 4 rsh —§ PREM YH, am sles 223 ale emgam Qe) Dor) Bal : re 2 CBee DAG Sy, Qy Cara Dr 683 G 3) aa Reading Practice 14g: 126 Lesson Seven CONVERSATION ONdres, cum) Desh og, 2 204 df) sro} B\§.. Gr 501m cum yy £0 Camino Qerd) A@Barallg Go gerd ofl. (err enxasch cru eiiny ood nw) Bel Og 2G Zoo Dore : aucha Bodies, AR OOF Cel Yas, Ug MY &83 Cats doo. cad) aDenam Calo dso? Hendow Od» BaSrB>#?. a Qn) est a> he} GA ene ob so | als) GI0% Ceres COI oraa. M397 Gals Hore- laoLl. 2. . 127 Lesson Seven EXERCISES Change the verbforms below to the "let's type" as in the model. Grr erm, I eos Eal> Boe. és) SAC nt! dl BRD BBengred Ab &4)earo IOS Daag Sar calle Sayer Em arr Substitute the items below in the model sentence. woe oe Bog erg : org G-aigewoet 64% OVD oor, ae Qend G2) afar Am uefa ang an dQ"128 Lesson Seven ‘Exezcises. 3. Telling Time: AL Form new sentences by substituting different times and everts from the columns below in the frame sentence in various combinations, sre. By Qaerd ons ens. on) QBroacmi. fae Gr erny ers) onblela ~Ogacr| engern euny MSD aes) The teacher, or a student, will draw a clock on the board. Answer questions by telling the time shown on the clock as in the model, ae 5 Yel anal srg Yer sl. 154Lesson Seven Exercisés 4. Read the following sentences making sure you understand the meaning, then practice them orally by repeating after the teacher. 1 oGlank ealses ymoej s> @\ ong. 2. Blank Afli)ah Men” ea, Slecied am aoreel Yaz, sa Giblad oeatrch dany lSlenrb Dang, any angled Ae. 4 crud, Hddlagy Aad g> Blob Gat Grr. 5. aaa gas Pg ers" GS Auda Grenier Qoaegs> | 6. 2QE&rRam Mi) smh Gatr Gyo? MS Eem>? 1.@nim Erte ag dob erasch mse: 8. Odrej ary Gagara srt ~DNExA> alg. of Bron) remy Gem) ey ersendeays beer Be + Uw, MO aa Baty hove: 0 913 & Graken shah Borla a arg cuore. n Brera core) aay Ms dod Gate dood Hag): ~__-15§9---—___-..--- =130 Lesson Seven Exercises . Put the following into natural Malayalam. 1. Please call a taxi for me. 2. Mother has lots of saris. 3. The doctor doesn't like watching films. 4. Let's go to have coffee at six o'clock. 5. “Where can (I) get the Quilon bus?" . (You) can get (it) in front of that shop.’ 6. I£ you wish, I'll bring four or five chairs. 7, How many people are sitting in that bus? 8. Let's speak in Malayalam. 9. The movie is at nine o'clock. 10. Let's buy some bananas from that big shop. . Write responses in Malayalam to the following. 1 Menges Ando ~D@ Nar dorvered ? 2.9 ah eg, Bas Cas igjlagecre> ? sof] wemQaatler? Dark Mah eas? 4. spailas cAles Sid > S30 onams alse? . 2.6, dle ol orp Pigleet od DO Ge Qs? cated ged Derd) -e" is also used to express the intention to comply with someone's wishes whereas Se” ana Do” verbforms change significantly when LA mayes’ is added (this is explained systematically in 16.3). Note that when — APQYSS? is joined to GOQMEMeS, it changes to COINS without taking on the negative meaning which 621613, usually conveys or atternatively ak adds t the qpotative porticle afer’. witness: aGimnless choAil eraiste.,'2 want coffect, but agelans’ aoalen eninge er ielan’ aochlew BaieMNQmSB- 'z want only coffee". Moreover, when the verb is Qorg, it is cancelled and replaced by - O22, as in Bgl Cai sfayong', folder sister is at hone", but oe adlgiet eat BHewsjyBB,, ony elder sister is at home. a 139137 Lesson Seyen Grammar Notes . cs ? Note that when the verbform is a negative itéel#, — A GSB cannot separate and the quotative particle must be used as a linker. Such negative statements generally have an, accompanying follow-up or clarification, either stated or implied. Here are a few example: 2 an) 1 uc lawens. 1. BBUBHMs 2ales Qom, DAQE MARS , M1265 | 92 lanreno. ‘It's just that her name is not Mani, the rest is correct.’ 2-@BADVAN earls Gorillas Mage majas.choa SrSlom Are, ‘He's just not here now, but he will come in a little while.! 3. ered SAD Fo ensctaoslagiermay &.8, nines ong leb gaint ‘I'm just not walking all that distance, but I'11 go by bus.' 7.6. cea CHANGES WHEN gorszne <— 2-P2jae’ and fan@mle”. - nasyse’. ) either as a unit or separated into its two parts, is like the dative and possessive word endings in that in both speaking and writing it is always attached to the word(s) preceding it. Unlike these endings, though, it has only one form no matter what the ending of the peel ped ear nee AGQ2y ee’ oe og” follows the same conventions asng\rrd er mond, i.e. CQ) is required as a joining device after all vowel-final words except those ending in ©) ana 22D » and otherwise it is written onto the final consonant of all consonant final words with the echo vowel S2_ always dropping. The separ- able part of the qualifier, L232’ + follows the same rules as Qo, for being joined to words(see 3.1).138 Lesson Seyen Grammar Notes Note, however, that it does not follow nouns and can only follow certzin types of verbforms. ‘Those you have learned so far include € ’ v only forms ending in —CYYQ or a-G)tYO (other types are covered in Lesson Sixteen). ¢ ? The conjunction, ‘ah \eoh ;11£", is also a dependent word in that in speaking or writing it is always joined to the preceding word, It follows the spelling conventions in jo‘ning just cited for — ayes’ above. 7.7,.. THE HORTATIVE OR 'LET'S' VERBFORM. The ‘let us’ verbform occurs only with a first person plural inclusive subject and requires the modal or irrealis ending oe + The modal ending for the verb ‘to be and 'to becone' is @MHdhI= , c.f. NAGS 32g) adel oore,tiee's call a taxi', aces! erm Qc lobled snd len," 1et's ait’ in that room! and Qds? Wd GNy the, '1et's become doctors’, The usage of this Malayalam form generally parallels that of the ‘let's' form in English, hence no explanation is provided here beyond that su»xplied by the examples in this and following lessons. 164i : 139 Lesson Eight sa All Forms of the Personal Pronouns I, SINGULAR Case First Person Second Person Third Person* Nominative ern oer Al, less i Cas in PL) Possessive 6) aay mark BWVASOS ‘pative Bail oes Alm as Br aowkae Accusative afiam Aloe BOW 2 OL ’ s Addressive eon? Ss mlean 2g Ne? 5" 7 Lecative ag adledb Aerob CrODDW o, a! ook Instrmental — -GV¥m>ab Mlmocbh era Bork. II. . PLURAL Case Ast pexs, 2nd pers. 3x gers. Incl. Exel. “Nom, Mea oro sere m\erds oad poss, NAS sMMRaAms Marans Srcicas pat, Mmaabed omanbad mlarbad eraidan’ a Mans OD BAS Anas BRIN aa, meses omanes>¢ = —mlantasg” «= Grease” toc. 1 Magis smaeagics mlanslas enasdled Cnagsoob 61m 6s, & aeeh om) BB woh carmarerce Instr. # Other pronouns for he and she appear in III below. ~ 162140 Lesson Eight Reference List III, MARKED ‘THIRD SINGULAR PRONOUNS Case Inferior : Respected Intimate Distant Masc. Fem. Mase. fou, vom. @raich Braie GREAN«, ern Foss. Crs Anh, BAUABMS Corey Arman, saimas pat. @anied — @narbée’ aneaadomles —or.04 hes? Accus (EWAUAM- GRAIN ERegaciomlan * Ean addr; GRrIEMrs’- GIseS2~ Begdamlenry’ * er asears” toc. raimlss Brnselleb ‘ eregNorilerk Eraidlet rnste. CVAIMI BIAIB>cb mn eae lonseeb Craik + Sometimes shortened th (REQ OAD *# Sometimes shortened 1 GREAA NEMS”Lesson Hight 141 ‘VOCABULARY GaN 7 = hey alen ae - & you Cfamihar latte) MAN nw - Ravi Cdiveck object 4 vob) 2 ny ~ Class tase ~ Whe oy whieh sti dies aw ~ day. do ememo ~ Want See must see have see Br ru Ges? = 1 im Cwith vers g Teling ao asking ) he ~ 4 happen Gam 1 alas ~ that ig impossible ™ Qo ~ Towerrew oH Moots ~ Cxaminakion MA RWI oe) ~ Well, mi a qoed w ed atd) af 6a6@ - % teach g yp - beppre. Cpriov &) ors as” - Bomk Ban ~ Kittle, some DZ Re - % take [ergo dlgs - thats abdvight . “that’s no Problem142 Lesson Eight Vocabulary AAW &Em a ~ evening IN som oh - tL Cgouy Celt Brb Hag ~ imag (I) go, ler Cuedge Goniilioar leave ta9 J» Car alia ~ ask RoaanNee = morning Qe @) e night. READING PRACTICE Read each column in the three sections of the pronoun chart at the beginning of this lesson, reading from top to bottom. Read each row in the three sections of the pronoun chart at the beginning of this lesson, reading from left to right. 165143 Lesson Bight CONVERSATION EaN 1069 Ble}, om a8 alge Grd) are07 2B Mri arerd'? MAAS Boole dla aallslegs : B32, BA) a2 Wegsr, wren rr Po? ai) ad Crruam S297 Hr2ememe, of) er ubenrg ao atns Cao atin a6? ain B20, 1G 0 oF) ArrE6A Gandadlegy? ena atenles, Br or gy ors oY 21} _ ai) BUYER, zs) aed rags Ng] Grime) 2d) 25) anemo. 632, Am plex a). om ren EIN ANsxlenr , seem or ors org” OAM) det ern rsh Cat & sro, Bnrdgend’ dyosay cerns D5 onsrno. Ar My OAM deere 2! reerO rab eas |: oQemocsb ornsah Cot Has - wall, milo deme. 165. 144 Lesson Eight EXERCISES 1. Substitute the correct form of the words provided keeping the frame sentence constant. Ol ast aaa Br QB wInaemo- CP Hoh @2)-5f] (er eh orn oR} NEB wNo Gran osard 167145 Lesseu Bight Eyercises + Fill in the blanks with the desiderative form of the infinitive as in the model. lL 2. 3. 4. agen\ od Pryncy Me 2B. wi dlémemo . nad &8 &2e5) __ (2 én o) os) med Batre) Egg ell — C9296) sms ed aq vlnle C doen ae) . Mama art OQ asrnlent CE aus ayes) 2am memag. C dose a) - CHW GY oD VErmmrg Bey E> Plo Cnn oy &) AQAes GrGaN adem GCand)eags) L mink eonided @n om Gol Co\d>>§ 234) Gro SEA Sey BH Al rT ech cere Canzy alepo Substitute the accusative of the person words provided. aDMed rales ardallg. Br aod Gry erord EP reh (03-45 or Qem wm wood Chvenind : Poalgas Crean CAneeilaaa) 168146 Leeson Eight 3. OB Exercises Substitute the addressive of the person words provided in the frame sentence, Alcea CrEBahamgms? E.224loneme- Grav. $3 allo ny” rr gb, an). 6H errb Creo Bye aared (er al amr (er or § ones) 165147 | Lesson Eight Exercises Read the following sentences making sure you understand the meaning, then practice them orally by repeating after the teacher. 1. lane ad’ aGlenrg’ 29 @ a1 6) enon “~ o ™ Sane Grail eh * Onl ee Oo pias 16) ah anse- a 3. sow, Gn, RAN agen , 90g, Ar? om 51653 2 AG oF EragQos 8 lof ern coo des, ; Gn and ~Giack Ciordled)eh IR emo: . Carnrueemy mag @? Aae) wen Aah oderd 'o unset ath a ! . a : 6. Cased eoned Gorhas myesnare ar@dabliab desern 7, a@nley gaara Ma0rh Raf rr Men’ ay 24% Be aO§ Enemy, Bn boop sro} pam W0\eh) Gn.0. 2, anru geoa. oe MDA aa0rg 19 88, ean web mb atnd- : Cente tyerthan eames k Bots! G8) angen? “08 A @rlerg, ai) ofen YOY + . ; parepe Qin) ed 283 6rd) BBY » af\s)ab Cato do oma era agg y Gamer Borg? S) Ba >0+ Put the following into idiomatic Malayalam. 1. Do you want to by some bananas? 2, Tell him to bring five chgirs from the office. 3. Tickets are available right on the bus, where do you want to go? 4. Little brother must not go to school today; he must stay home. 5. Ihave 30 rupees. You have a good car, too. Let's go to this afternoon. 6. Please take some more tea. 7. The teacher should teach you well in school. - 8. ZI have some work now. After that we can go for a walk. 9. Tell him (fam.) to look in the next shop. 10. Don't you know the brahman hotel? It's right next to the bus station. 170148 Lesson Eight Exercises + Prepare written responses in Malayalam to the following. 2. moeerad ord? 2G) Dem) ary” god eee 2, BAN ~Q@w ov Sach mews ase 2G ore? 3. MADBas raped nid) aon aril an Ode gs 2 . gy able mlen (BAI de rgb mre DEert> 2 mii Ly ewe Sesh sob) dmGern>? on ah oF Qo) oF MEE} AGU alr Org EnEre- fg Dees es ms Sr & evar. pean ded Aa CO BP ersdersy 4 Neal 5 OGAA Bruen? msennne Eee re) Fl (Br AU QOS Pere a8) od mayas en Bork 408) rb? a . 10. t 7. Writing Practices A. Write out all the forms.of the name mac endings will parallel those for @fOMUtb gouna in section III of the pronoun chart at the beginning of this lesson. +. The 174149 Lesson Eight Exercises Pronunciation Practice: Practice the gound associated with the letter 6m in the following words. Make sure that your tongue is pulled hack in the mouth so that the tip naturally touches behind the alveolar ridge. The middle of the tongue should be low in the back oZ the mouth as though you were simultaneously pronouncing the vowel in the word "law." EQUeme Calere atmo Brey ord Cato deme Cals dere i or) ry CU meme ©) £23 dmemo150 Lesson Bight GRAMMAR NOTES 8.1. USES AND FORMS OF THE ACCUSATIVE FORM (CASE) OF THE NOUN. The accusative form cf the nown is requized when a human noun is used as the direct object of a verb, i.e. for the person directly affected by the action of the verb. Non-tuman nouns take the nomin~ ative form. Here are a few comparative examples. L.ermoerb én) Odors, QAM. ‘I will bring coffee.' 2. ere elas OVerIMYAMe 'I will bring Ravi.' 2. ern gals my ONG dhremr< ‘we (exciusive), wiit 4. ETRE CAAT AM dhrEMI. ‘we will soe (talk to) the teacher." ssn ke ray eanogeeh Proslay!t know that hotel.! 6. aDMldd Saring, Grad. know her.! Note that even CBYAQ)}C@jdh —"to know’ when taking no direct nominative subject requires its direct object to be in the accusa~ tive when hman. The occurrence of the accusative form is, of course, Limited to that small group of verbs which can take Iuman objects , Some of them, however, are quite conmor, The second use of the accusative is before a small set of postpositions which require it. The word 6at)6)@) occurs as a noun meaning ‘manner’ in the phrase (GJ @n_l7612s ‘well! in this lesson's conversation, but it is also a postposition meaning ‘like' as in: 7, G-ISOM EnlrMe1 aIS)GH, study like older brother.' 8. Aleragas Bales aQinok Eales gatresDrend. "your name is like my name.' 1731s. Lesson Bight Grammar Notes : The accusative ending has two forms, depending on the ending of the preceeding word as follows: . A. “ogy is joined to words ending in: 1, all vowels save © and 29 . note that CO) is required as a joining device. _ - Examples > aml ‘wani', SY CLAY 'mother', etc. sina consonanta cb, Ob, and Ob. Beamptes: BBA then, her’, GOWAN ther', GOAUAC nim cA: 7 —) 6) occurs after words ending in: 2. 1. Any consonant carrying the echo vowel ©) + Examples ones ‘that, it", @Bralam ‘that, it' acc. 2. All final consonants except ch , Ob , ander. Here as elsewhere fina & oY becomes SOTO) Examples: BO GC oe ‘he, GVEA aNerplam‘nin' 3. Final vowels andDYwith C2) as a joining device. (Geomptes: Declan Calo Oe), "like the guru! BySlam Snide) trixe a/the queue’. Lists of accusative forms grouped according to the word ending appear in Section A of the reading practice for this lesson. mhe pronouns 6YS)2crb ana CN) have special forms 2G) AY) ana haan (see the Reference List for this lesson). 8.2. ADJECTIVE OR RELATIVE CLAUSES MADE WITH PRESENT VERBFORIS. Many times a whole sentence is used to describe a noun. such descriptive sentences are often embedded within another sentence as a single adjective like unit, and in such cases it is called a descriptive or relative clause. This iesson's conversation contains one relevant exampla: STASTSESAS PHragleb aidlanon "the Ravi who studies in our class’. Such clauses can occasionally occur in the normal adjective position in English, that’is before,152 Lesson Bight Grammar Notes or to the left of, the noun it describes :s.'the running boy', ‘the fast moving car', etc., but usually it occurs after, i.e. to the right, of its noun (see examples below). In Malayalam, the clause always occurs to the left of the noun. You can see from the follow ing examples that the order of elements in the embedded sentence does not change from that which it has ae an independent sentence. Note, however, that the word for which the sentence acts as an adjective is always dropped when the sentence is embedded in order to avoid needless duplication. The only cther change is that the @Q__ ending on the present tense verb form is replaced by the adjective marker Sen? ‘The word described may have a variety of functions (subject, object or indirect object) both in the main sentence and in the embedded sentence. Witness these examples. 1. @A emamaas goaled adler. och) eimene. "Ravi studies in our clas: Ravi is coming.’ . SmRQns Qoailet ardlaeem ach atcaan. "Ravi, who studies in our class, is coming." 2. erneeats Ken hoy urseslaaan. dro envey acslad' alge. ‘We are buying a car. We will get the car at four o'clock.’ ermesats irersl dam dng’ meyaerlad dlg,. ‘we will get the car that we are buying at four o'clock.' 2. He@ahdd Am aJopiphe CalsMe. ajo Deilas gE4 "you want a book. The book is not here.’ Hlesaddass eres ayn dre mocins. 208): ‘Tbe book you want is not " 4. Bad aSaaioh cordlas ededldegen.Bw argjnd 7 alate a> 316, ‘A boy is sitting over there. Give the boy this money.’ eoaclas aidan Agi O79 aleme namgGs- ‘Give the boy sitting over there this money.'153 Lesson Eight Grammar Notes 5. Mecsas AAihelab coemlayorg:@m Dsl agree colors. ‘you have some cloth. I don't want that cloth.' AleanaQns andghleyss Del agelad entons. 'r don't want the cioth which you have.' Note that when the verb QQJ61Mo becomes an adjective, it takes the form @C2IGNZ, but does not have the negative meaning which that fora conveys as a main verb. Further, when DEVS” becomes an adjective, it takes the form ©) S+ not all verb- forms can be made into adjectives in this way, but the negative forms, and other tenses which can will be treated in later lessons. 8.3. THE ADDRESSIVE OR ASSOCIATIVE FORM OF THE NOUN. Malayalam has a separate form cf the noun whose characteristic ending is “ es ’ which may be called the addressive or associative form (or case). Its main use is with the indirect object of verbs of telling asking, ané the like. Such verbs are double object verbs since they have a direct object, the thing which is told or asked, (always a direct or indirect quote), and an indirect object, the person who is told or asked. Note the addressive ending on the indirect object, or addressee, in these examples. LEM BASES ><— 212 AAD ‘x will te12 him to come.! 2omnb mggalomilemg aPecr amagm eabdlanng. ‘Shall I ask James when he is coming?! Note that in English indirect objects have the same form after all verbs whereas in Malayalam verbs cf giving ( SOV hy and ®\dh2ZGeicdh }) require the detive form while those of address require the associative,154 Lesson Eight Grammar Notes The addressive or associative is required in a few other cases aswell, It is obligatory with the postposition and subordinate conjunction —63 “24te” taiong with, at the same level as, at the same time as', and required in some expressions with the postposition QOS” sient, re is also required with the direct object of the verb €_2\cUsch in the meaning of ‘match’ (see Conversa- tion Nine). The other meaning of E6-210@3dN is ‘to eit! whose object must take the dative. Witness: 3. @Breased affermrns,Ao Solaann, ‘He is sitting alongside (even with) me.' ; 4. Deamrg [HAS OMBBAs atc|at25) @aardsAlsana, ‘With this, we end our program.' (standard closing for many Malayalam broadcasts) s. 07 Lads’ nlemeges ecroglemeg Wns 210%. ‘mis sbirt matches your coat." 6. 9 ds? "Ravi, to Ravi, with Ravi! v SBYACQAERI>2 Smother, to mother, with mother’ 2. Final conscnants o . to , and ob Examples: mle @@>s° "you, to you, with you' Soa) BO" "them, to them, for them’ . 2Aemrm> \” — "Ratan, to Raman, with Raman‘ 177155 Lesson Eight Grammar Notes © M9 B. = 1625 ” occurs after nouns ending in: 1. all consonants save a , t , and Examples As elsewhere finale becomes (OY). Examples: Br eaancrel ens ‘hia, to him, with him (respected)” Brm2@rblem> s’ ‘thomas, to Thomas, with Thonas! oie emsy? "Bill, to Bill, with Bill’ (Note the doubling of @) .) 2, All consonants carrying the echo vowel SQ) . Examples Dom) ems” ‘it, to it, with itt 3. vowels © ana OM with \ required as a joining device. Examples: Merdlems? ‘a/the guru, to/with the guru’ Qoebes Qyclems” ‘yontague, to, with Montague’ In general the personal pronouus also follow these rules but, as el iawhere, err "I" and orf) ‘you (gamiliar)' have the special forms agemas and enn 3 (see the reference list for this lesson) 8.4. THE DESIDERATIVE FORM OF Taz VERB wrTn—-6™Mo” . Malayalam expresses the ideas of 'want to', "have to', 'should', ‘must' and the like with a special form of the verb, often called the desiderative. It is perhaps best thought of as verb plus@(U6Me. There is a single form for all verbs, i.e. verbstem plus “(@yosmMe. Section C of the Reading Practice for this lesson contains a list of desiderative forms. Like the Do” verbform, the desider- ative is a nonactual, or irrealis, form since the action is only potential, and not real, in the mind of the speaker.156 Lesson Eight Grammar Notes Another similarity with the oe verbform is that the desiderative can occur with either a nominative or dative subject. The dative subject expresse# a requirement springing from forces internal to the individual such as his personal desires, or his needs relating to what he wants to accomplish. Such cases are usually translated by 'want' or 'need' in English. The nominative subject with a desiderative, on the other hand, expresses a requirement springing from forces external to the individual, i.e. what other people wanterconditions in general force him to do. Both of these structures may occur in the negative as well as the positive. The negative is formed by adding “(@rens” to the verbstem. Herz are some contrasting examples. reaQ\enlae alas @olémeno ‘ZT want to be, stay, here.' 2. ernacrh gocilns Gaclénerie 'x an to, have to, stay here.' 2 nhesgdood @arklos Gales? 'Den't you want to go there?! 4. cAlesavd @rcilas Gal>dsong. tyou must not, are not to go there.’ SABRES BE rurgen dysmane'she wants to see a doctor.' 6rd PAR UWA dhiemsmoe 'She is required to see a doctor." ¢ a Note that when the positive question marker ~G-? is ar adacd,“e is dropped and ~@-)’ is written on the 6M. Thu 7. Alswrthad Erg Aa!Beom? po you want to do it?! a cAlesauvs nSdldtn Gem? tare you supposed to study?! 179157 Lesson Bight Gramma “>tes The negative question is formed by dropping the sinar'eera' ana * adding ng)’. It is stated in 4.5 an appropriate response to such yes-no positive or negative questions is with an appropriate form of the verb, This also holds true for the desiderative. Sometimes, however, BON6Mo or COINS may be used , but they actually refer to a physical object in the situation rather than to the action of the verb. Witness: o.milaxsdogr! arena anenslénganPro you vant to bay mangos?" @QU6TS (hort for Qero Scions) Note that the desidevative is not used in Malayalam to offer someone sanething or to invite someone to do something ae it is =n English. 6/UGon? is used for offering things, and the simple presen is used to invite scueone to do something as int 10. 61H6:7% sane lefla doamed Batsmem. mM AmBeanr? ‘We :,clusive) are going to see a movie; do you want to come a.ong?! 8.5. REPORTED COMMANDS WITH THE INFINITIVE. Several uses of the deb ‘ form (gerund or infinitive) were described in 5.2, including the infinitive of purpose, and the gerund acting as supject or object of the sentence, This lesson's conversation contains yet another usage, i.e. that of reported speech or indirect q:otation, Most indirect quotes are marked by the quotative or citation marker AG)CrY) , but when the verb in the original speech being reported is a command * 180iss Lesson Eight Grammar Notes (see 3.4 and 17.4), the infinitive may be used instead. Witness: Lamoab enaiems, Cod AadEnZ, Baldo. ALA. ‘I will tell him to take away the plates." It's also possible to use agar to report commands, c.f. : 2. MI TWULMS Cal 426M Enllds Gnd IAs. ‘I will tell him, "take away the plates" (less common).' ox, 'I will tell him to take away the plates.' Note that cases like Example 2 can be taken as either direct or indirect quotes. The distinction is really not significant since there is only one way of quoting, i.e. with How i for all cases except those containing commands. One constraint is that, unlixe English, the verb 'to ask! © -a'> Aldesdh is never used in Malayalam to report a command. In such cases only AINR\d is permitted. Thus Example 1 above ic’ also equivalent to 'I asked him to take away the plates.’ 184159 Lesson Wine REFERENCE LIST All Forms of Nouns Nominative Gran" m2b | act Possessive SNeaayns amuoal ach Da ach Dative Naa asd modaled Raa Accusative Naaanas mordlan Maam Adaressive Gr canes” amonlemsg’ @oaenrs” Lecative @ramcileob modal Doane Instrumental IGA MYacbd erase ach 2Q@Mdcb Vocative BEA a> eg @Q2a>160 wesaon| Mine VOCABULARY ‘mg g cod By -aas Whose Cadfeckive) RES — Whose [ pronoun] @ aialeyesd Sisters Cone) mom Ald) oan - wt is ot nice. : cos) dv New a4) acy, te newoue ate oy old mle aly, old one ©) P2%>0 thats nice, Hat's fine ergs beth Ed oy Yours Dzone wrap, wear pub ow (Savi Skirt holt, ee Lange) Memo dene Ab wild be nice Dsermgy ge chead and pa iten Boro anghng, rolhing (wikk negative veb) Cero atm ashley wont Say ang ing ODE reM> Go odwags 183Lesson’ Nine et —Sgea) frend. ( feminine) 8 rach friend Crmasculine) Adr> 5 doe wilh give ge Vocabulary Cheba) 2 ony blouse DMEM with This witk Ur G 21030 wilh match will Le Cmaleh ferthabikiad) Eaund pick. 3 H09.a) the time Ras Come, ch tome TM YHorrese fs be ready162 Lesson Nine READING PRACTICE ‘ vo. 2 . A. Note how ~Ieedi(to, towara) and “lb ela (erom) join to the following. Word With ““leerad” Wet Job olers’? wns cor vleei cs re leh embers ae oles a 5 ese we - amas) Ads Moaleersss ad >gijealed mlers u meal eacloleeasd ajaeilelet oles on on} og aebryy — eramjogzab ableeras — onimnysabadlal mor’ Sy My” “erm choles, ry LoSNod pale Coram tors aleees Coro, eal Aer aie aig ee) ae -allglat ord UNete double of sts om tis casey 0 9 N ds Psadleeiaed Srscd leh Ales lan siom sleet as, aterndleb oles? ye om, Slee aed eg set oes! Not The Fallances Excephions: — Grsailas conaiies as” @nailas alert g@ailns Shes oe gailas aslerd’163 Lesson Nine Reading Practice B. Note the written versus colloquial forms of these future negative verbforms. Infinitive Written Form Colloguial Form ainayh aincyarcilgs aioodles aasaysr NaAQnad oa sles adldah adlexacilg| a dlaslg) ms dah ns dacailey os asles UB umacdles edgy Bas>dadr Caiocdacralley eatrales ag heh 2) qSacrodles ag sales Acs rg desc Amrgdrdhatley . anrscsiley Os sah 25 6ah alg} 2seiles Bde Gd" Cho dachatles @ tho as5Ig5 dylaad Ag\ dad ley &glealgs 2s Gdn 2 dahail as oss] gy bls. & Ms aa5)e4 S1slgy 21208) G8, as2085\ 853005) ard asiles ares Gad 217 wdlonnowley 17 eSlasilgs Aromd&h doomd ole) Aoomley 2) adh D0) adr odley go esfles ABYA Ham asilgy Hasdles SA Ha Gr woes walle Sr wan gh analayd rd cy Hodley anmesley En 28h emrandras) ey emrace) . Mom AH came ales male OQ? Sd omar? dred mBJIA? a@ley no164 Lesson Nine CONVERSATION unlen: oe Mey moe] @remegp. Bry Bes anrrera ? : AQe: os Eni afimyesmron, Ulan: QDs Mm Wh lasson. ayrm)Manresmn > 2 Qed: Greg, EWM>?. GrgS yaar’, Nan: Ad 7EBB > ALES ?. Dore nem sad laleaon ayo” leckonseen> 2 hae: enem, ol es Nsenrtar? Ala: soem?” rael* mom zal ol deze. LRLO™mMD_ . Wien: Greer Gem ain. ? aes Sse maailg). ern och 2MER Ve Cg hola dan” Nach moe la vo Derr ah>gdere. le 29 oom” wradlemss ealmen; PrACs . 632 , S2lere, CIM DIES gases Ma Warxl, nga Ben credo ule : wel, 2 ero MYO. 187165 Lesson Nine EXERCISES A.Change the adjectives to nouns in the following sentences, making other necessary changes, as in the model 1 © od eng] nla or’, — Dry 7B mgjms era: 2. Cod. aqme " Bryer, 2, GAH wpa) adielle amore 4. DD HBOS) ds BOs. 5. QD. aude ANss err. 6. G2 Gr a2Qos ayrhe werd - 7 2D aQgor Goerer. 8. ARB, THwBS MDs. or’? 9. 2D Grr weyers BY Dre ew. : 1. DD. CEgorDak Borachlaierd . WSO. Donk Gale arerd. umber. Practice: B. Practice counting from eleven to twenty until you know the numbers by heart.166 Lesson Nine Exercises 2 AS the teacher will show figures on flashcards or on the hoard, Respond to his questions as in ‘the model. question: 89 2°. 2GX@ wr 2 Response: GUO wlemengs. Practice counting up to one hundred by tens until you have committed the numbers to memory, Change the verbs in the following sentences to the definite future form as in the model, conan Bras 1d) aS) gore. smand enrigg wi eiln l GI 4, coved) (Bysbdeob Cntr Cyn. GS Go BE ora ech 2Q HBaaied gs Be) SHB? Gr OsHe - x w 10. 1. 12. Lond ~GErel> ope Dy £61 BA BUUHM Ermomh sjeme cy mre. Gnaayns 2) sues) cemaai lear 9 . Ew? Heb 20 JOR ax ceong Sma exer) Geno OOrOrBE~! ermrah @s ab a) Crslqnr: ON? E_Eommre do P)srowy aw )olaen: sempre (BrP BIG GT? Corre: oom Gregreorddan ene oe on easy. Cajgroo oud ch Slang, Ue > Nos EMD ormserh >@Gatir yo ark dy Gao odyos woe! BSR)167 Lesson Nine Exercises Read the following making sure you understand the meaning, then practice them orally by repeating after the teacher. _mgenas Nd ejo MI gQ2em’, mole zB ean so Yarsil ? DRaMNag manradldléncn. GROAW ZS. oS\MNe ee? manarafl. MEE Caines Msdore- 220 Me DryP eaidlned Blab, ema GHD Merde. @asagrt Sv a €2a>do Aiasc? By Aen\se nicse, ore. seas arailael LCL mardlack dhe? ABA Haramomesyss, wacla me} eid Salen ear? OQ Sled anh oe ©» Aad meal viet Cat? Oza. mga aioe Higna glad smoot olen ay TOANAN COHMDe , dan 24 Ce +39 h)g.0a Bylot sym 20h AMIR Srtrdhoo.5. Lesson Nine 168 Exercises Put the following into Malayalam. le 2. AL Please give me the big one. "If we don't find good bananas, what will father do?" “He won't do anything." Their family has two houses, both are very nice. 3 WGP LST, Bat WN TPR ROWS AodiP rom here. - ‘The time has come. Everything is ready. Come, let's go. She has to teach at seven o'clock, Tell her to walk fast. That car ¢s a good one. Who is sitting in it? “Where are you going?" "I'm going to the market, can you come, too?" "yes, I'll be ready right away,” "Dees your friend drink tea?" "No, he drinks only coffee."169 Lesson Nine Exercises 5. Prepare written Malayalam responses to the following. 1 2@ aicla Midd .gmlesd’ eamear? 2. aAYO® Srmuieto Deoorn, Yr ougs’ Patios wren 2 3. Gr2zi[ob alo aaler’ ry Ml Slob Ale Aico ? 4 wraiet’ 2 Baca lat miles imear? 5. SB2UUWRQeo Bre 2S) cay. Momed\4) PRs. 6. D9 m2] Alen aed Mom) dase. aac ayo Myomse orlmest’ earasar 2s samlegy? Fo wIya oy, Slot, wr ay ness, ary rete: asomadlegy? 7 3. RHO orsleh aD soe. aSoxre_7 q. C232 hho atk all wy Bparecrr? on olen oss” Baran Bassoon aia FNM? ?. 192170 Lesson Nine Exercises 7. A. Write the plural of the following words using -dhSo - Bx o> aa) €g>e5) Qocera> mec | @Denh\ aes AS aaa aol ans ony ae” aur PVD eam q ’ Write the plural of the following words using — SSado . Note that the final -e- is removed from the word in forming the ‘plural. AMHe 2 a4 Ge Brmuele Write the plural of the following words using “ aod i’ Piculobe © Sr 2a a er ait en mks or AN 0) @sisoh G25 30] a> cb ro auch - 193 :171 Lesson Nine GRAMMAR NOTES 9.1. MAKING PRONOUNS AND NOUN PHRASES FROM ADJECTIVES. Any adjective in Malayalam may be made into a noun simply by the addition of the neuter pronoun (OG) « Possessive adjec~ tives end in af) and most other adjectives in the language end in (@@ whether they are basic adjectives or complex adjectives derived from nouns or verbs, With all adjectives, when gading ra + the cae ha is lost leaving the form igs” + ‘The addition of ig” yields a pronoun in the case of a possessive adjective, and a noun phrase in the case of basic adjectives, and a verbal noun or noun phrase in the case of a verbal adjective. Witness: 1. cH} eR0— tyourt, SOAS LSI. tyours'. ae ake) tnewt; aA’ ‘a, the new one’. 3. avenslaacn + buying, who, which is buying’ aneslasong, "puying, the one who is buying, that which being bought’ Only the first two types are discussed here; verbal nouns are treated in 15.4 and 18.2. The use. of the possessive pronouns parallels that of English. This is confusing, however, for outside uf the personal prounouns (mine, yours, etc.) the adjective and the pronoun ‘are identical in form in English. We falsely assume that the form ‘sister's’ in "this is sister's blouse" and "this blouse is sister's" represent the same form because they look alike.172 Lesson Nine Grammar Notes Actually Malayalam and ‘English have the same rule that if the predicate shows: possession, it must be in the form of a pronoun. These examples may help to cut through the confusing grammatical — terminology. 4.209 atom aferrk@rend. ‘rnis money is mine." (not my) 5. COND Sane’ aemlayesmmens. "That ticket is Mani's." Leaving possessives aside, the pradicate adjective is a regular feature of English sentences as in ‘the house is small', ‘the church is old’, etc. This rule must be kept in your English bag of tricks only, for Malayalam requires a noun phrase in all predicates of equative sentences, Witness: 6. BRU2BAS drory ad\eimersd: nis car is bis" literally 'His car is a big one.' These derived nouns can fulfill every other grammatical function, in the full range of sentence types. Moreover, they can take all of the endings which other nouns take. Witness: 7 Mass NID earrestsldims.ttet's buy a good one.' 8. AlG@ay ngiemrens? ‘he old one is nice.! 9. Aaldlamla? NE Gal ersMme. "How much do you want for the little one?’ These forms ordinarily show no difference for singular and plural. One basic adjective does not accept (YOCS>., hence have the same form as adjective or noun phrase. Witness: 10. OD allo dr) leas err, ‘This is bad coffee,’ u. OF fail Sle anon’. "this coffee is bad.’ 195173 Lesson Nine Grammar Notes Malayalam actually contains very few true adjectives. The vast majority of adjectives must be derived from other words. The common means for making adjectives from nouns is with the present participle of Lory 238", Thus the noun Cain. , 'literaliy ‘speed’, which functions as the adverb ‘fast, rapidly’ becomes BCUMNQD & " fast, rapia'. 12, Qemleyas 2” EUMABBEmerd. ‘Mani?s car is a fast one." 9.2. THE COMPLEX VERB BH) hes hr . This lesson's conversation contains the special phrase M(m2U) tl tescre. 1. $09 rel mansed\eoldgory, ‘this sari is nice. Here, O1\Crrs is a special form equivalent to megs . Note that it is a noun phrase only and ae occurs as ar adjective. The use of the verb @rnw|blaescn gives a temporary meaning, referring to the qualities of an item, in this case the sari, in a specific situation only, not in general. In other cases, Brey SU \ce \ds>cn means ‘has become (par- ticularly in the very recent past)'. Witness: 2.GRMUb Hd @mAldlanma: she (respected) has become a doctor.' 3. BO migaranrdlalascn, 2 has gotten old.' ‘The most basic element in the meaning of wry ake leo in such cases is a change of state. 9.3. TEMPORARY VERSUS INHERENT GOOD. There can be some » confusion as to when to use CT) E4THIEND versus (nem? — Deda Quievldeame, since both may be rendered as 'good' or ‘nice’.Lesson Nine i74 Grammar Notes Example l.with either alternative refers to the quality Which something will have in a specific situation at a parti- cular and Limited time. 1.27 mwa) manrcdllesimor 27 ese] ngyenrcd\cslarsen. ‘This sari is good, nice.' This means that is will be nice on a particular person on a specific occasion, Example 2, in contrast, refers to the inherent quality of the sari without respect to time or situation. Thus, 2.829 owner} Mnggmrene. ‘rnis sari is a good one.’ means that the sari is good, whoever wears it, on whatever occasion. This distinction does not hold in some cases, such as in the case of TOIN@ , ‘movie’ 9.4. ‘THE SPECIAL EXPRESSION O1GH2S3S3>0 . the intentive/potential form 6\dh?&) $50 - is also used to render certain senses of 'that's good', Whereas MEIcM 6m) and moamsdldlanme refer to the inherent or situational Qualities of a physical object, 6)¢h){5@>e is generally used to refer to something intangible such as a fact, an idea, an arrangement, or the like. Thus in this lessons conversation the use of 61d) 30S2© reflects approval of the information about the saris, not of the saris themselves. A very common use of this form is in approving a plan of action, where it is often interchangeable with Sd os, (see lesson Five). Witness: L.MQbB” BAA Qomlas hytminet's meet at six o'clock.* CBD OhIDHBo "That's fine, that,will be good.' ' 197175 Lesson Nine Grammar Notes Note that AMIBS > can be used in the question form to,ask if a proposed course of action is acceptable, whereas BRHAAS, can occur only as a statement. the verb Wh2DSBch in the sense just described does not occur in any other form except 91627320. the basic meaning of the verb elsewhere is 'to fit inside of some~ thing’ or 'to stick (as an arrow)'. Other special yses af S\h2S> fh will be treated in later lessons. 9.8 THE GENERIC MEANING OF THE PARTICLE “92 ; Besides being a conjunction (see 3.5) - foe has other functions. One of these is as a particle adding a generic meaning to a statement or question. Hence when a positive or negative statement of an all-inclusive nature is made, it must contain a generic word carrying the suffix £2.’ 5 Ths 'nothing' , 63e , in this lessons conversation : s Ce may be thought af as SSH plus - Similariy, _ — Hy th a@cdldineye is made up of ‘once’, SxOlGarsd plus” De _ In' several cases, generic forms are made up of Testion words hich loose their interrogative meaning in collocation with “De 5 ims CBTCS ‘who! becomes GYHcoso — nobody" and e* lgetbie ‘when! becomes AQYE>'Qo always’ — Note: 1. ceroaich adlaness Dallas amshoiles- ‘we never comes here.! Bw Qaladlel carnes a) gd: ‘There's no one in that room.' 3.GoaId ere Syalgienlg3. they are doing nothing, "176 Lesson Nine Grammar Notes Gena Note that -G)e can be used as a conjunction in negative sentences, but only with respect to a specific iten, thus: 1. BROUA BD GateglOMMphrtney axe not doing that, either.' ‘The generic meaning of 6 2.” also operates in positive statements. Witness: 5. Breraler AO) VAG QIC3o. ‘He always comes here. ' 6. af BAI. Drilascsyers; ‘gveryone is here:' *, ead ap gyre Oalgferr-‘tey axe doing everything.* As may be seen, the generic word is often different for positive and and negative sentences (see lesson Nineteen). Note that <2. must always be the final element_in the generic word, occuring after all “ther elements including case endings. Witness: . 8. Derd cary dee mloldneng.tno one wante to study today." 9. nfigpaidias ola entjardd) everyone liked the film.' 10. BOD GHwses DAI: 1's no one's.! 1. Do altithe GA dsiley Hlhymodley. "That book is not available in any shop.' 12, OTM ard alee Gite eeesdrsIlGer won't give any money.' Verbfoms themselves cannot take — De unless they carry the conditional suffix 'if', Witness: La. hlaads abedlenaaahlese, serch areetlandcile. ‘ven if you buy, I won't.' (Note deleted object.) U.BIAbaS CaN aH eye. mah waaibed al2a) NmrIgensme, ‘ven if they don't want, we ought to give then tea.! + AQ Gjoe is composed of eM Gd> ‘tai! plus’--7 ** (rom previous page). Note UD becomes (P before © Se 199177 ee REFERENCE LIST | Districts of Kerala ae 2 5 13 w : a age AB Sh ew. A, CdD y2° ; We c malg oa ¥ aise ooo ra LH algae’ a Dem cosa” |178 Lesson Ten VOCABULARY S29 Kovela OR State By dx Present g Arybb, tote (a lney o bpmal eyelet 9 opens’) sy oss South Ameen © "Sou tem Bowe. pat : Bangor pesple (Gaub- presen) ramiaim B hie wsde als) orem g” West nS errr.6n western une Side Bs vb Sea Grn onl Pa) Arabian sea oy dos East been East yn nt Yons mmounkain, mountain vange The Sanya Mountains Ge CAs rns) alg meLesson Ten eo AV os) axa ashen, Bsiod oOo ‘nt Sermo “SRO Mel Wor mo OQ BY oru0 ‘By “Cus ost” ‘US 6 o> Gr nnv 179 : Vocabulary bheSttuated —f be located disticts [ eplgy - distwet] these any thse Captak Port, harbor Mtddle ,cester (adjack ve) ean Qo@ _—_ trip, journey norton, OVS aI ah train end ‘| aleaumo — date YR Ce Om 1g @O_ =n Tri vametrume UA DEBwo YD e Cireqular locative pyre) fe upt Chakes nowinahtue) ehock approxi ate fiver, hundred easy — 202Lesson Ten READING PRACTICE Note how the locative forms pattern in the sentences below. @ncud Hegre a4 we moamlazan. acd * 6) do? gy,0000) m2Q wlan . Corn Boys wm ©? anon . en cd Popes poslerd B22 ol Gare. cen nuh 2On ems AS ans OS 6A « rrr 3B An (7a od) 682, on. an rud sbelamg moaedear. cancud dro Peeong corraes eam - ancd Getaoas BY? Ad GAP + Corp ud rend Posi) BRT + crenid Hergiaiied COD WO) BHR Hrs + orcs Coy Qe wrd)orb oanrlannr :1st Lesson Ten oexr CHOBe. DWabaywjyuas OM Gis BoM 2.672 - Bee’ ao NaNaw ema A (SDP Or lah enalas WI2 > Be Sr _Br Vo mean Gace. CHAOS omMa aidslermea, uw oe anamil- dnseio Aly dss atv as! min D)alayomaye motel oa Bow. Choardal amamony ole, AS , Mexaim Mad Se, WACJo, Bdb2 So, 225% O81), ODE! ALY, aMoemrdrwe, DBA, awerdmrg”, Cho ylednog”, aioe, DFA aMeNarwren mm alganrch. CAagonle Aaa ela wag SSeBers’, Soa cileea- emaL ee, A> af), Edroglednos’ agmlaaran’, BIRUA a4 Are" MEIUDIM. . ad> 2)) Awe DOQWAe2r,. ma. SHeQomMang aau,- RQounanrerm, Ph2Yledmr se 3A DAQeuax.6rr" erg 9225 dod 215 do > orn, Mesrinaaje- CAB AMlarh mM edn Ra ormMs6m. ena ors) avery, Q4SE GN Groancemem gs cd. - oe QM aye oon? & gach aac 2230. Bros Anac Bee Dares, CO cea Om af EID om) on? & eases Cntr dork QIgSac Og21 arent. Om Wd osadlMer. , ously. ace alam. aad).182 Lesson Ten EXERCISES Provide the proper locative forms in the frame sentence below as in the model. erect v0 CTU MMA el OaamoH 2422 Co bdo | - Gatr doe vie of : Bdh> fo. Sayr2SH0 Be esayep ' ? 2G) NGI Do Dae abe) Amos 6 cho Deans" Desajoo Seat2. 183 Lesson 10 Exercises A. BL Using the map of Kerala at the beginning of this lesson as a reference, state the location of the second district, or city, in the pair in relation to the first member of the placename pair as in the model. Modeli Od) > 25), Gm esp v SOSA ADs dos OMA26rr”, Bry UBEP , esaimamayers, E2Sae, Brol- @Brd, arvregmrgs dened > Choy] edmrg”. - afinemeds Be, SHUNALY. Now do the reverse by giving the location of the first district, or city, in relation to the second member of the placename pairs above as in the model. Medel: AdrI3j1, GDUIABE y Od 2-2) GHEIAYdS’ As anrend. Make the following sentences more formal by changing are to en arroserts olen Guns, e DBA UMAD 2 4raTD Alors a@Meaeds Catsdoy ch 2Q® B\nioto CNlenm 7, 30% B)cumle Qe). q oN De pr DEBvwer - 9B enact -. Geo ame - 6 MS oalda rAmlad algae DYwervs- 207185 Lesson 10 Exercises 5. Translate the following into Malayalam. 1. There is ocean on both sides of India. 2. This trip will te very nice, won't it? 3. "Do you need my car?" "That's not necessary, we will walk." 4. Please give me ten rupees for the work. 5. There are three districts’ in North Kerala; these are Calicut, Malapuram, and Cannanore. 6. He will come after three days. _ 7. The Rocky Mountains are in the Western part of Amezica. 8. "Will you go by (in) train?" "No, by bus will be all right." 9. after Alleppy the next city is Ernolalan 10. Gannanore District is at the northern end of Kerala. 6, Prepare written Malayalam responses at hone to the foliowing. 1 Aeagas lsem ania ca@ SaRacd emaril- ora 2 8 S 2 Pgcdlondld -AS CRA Goat alae t 3-2 boy] HOS Op 63 AULD 2B, aosea ahn\otepnl ArBarlan gas edysngth eaves usta Jgene7 5. SY spore @ MAW - (Beab orew 7, 6. lack a sh XO ousrblay seg"? 7. AOA! BEM Bo Roodlag Hab oo) AQ Qol eyo? . Qeg’ Aamo @fleny’ sarmeCalgre ens aD" Crirdae, Hay, AUarxear? 9 aq’ 2d dei 22 Gapo Dot areses>? - 10. MRABHs Gesth od afi 26 ell craky era. ?186 Lesson 10 Exercises 7. Writing Practice: A, Write the following phrases as single units, joining the | words together. miseresiog Cory dyer, Od>raNaled Ermhor . Darlet 2er4' Qesaoass soem. BerUrc am alent amend, 6 dhb> seuamlen” aernern’. 25,60 8eo ‘aren’. Barco onilch sy. baud Smérom . 224) QoLesson Ten GRAMMAR NOTES 10.1, SPECIAL LOCATIVE FORMS FOR KERALA PLACENAMES. With the exception of dra) "Cochin! , Bd ‘rrichar', HOLLY —'arteppy', and head ‘cannanore' the names of the districts and large towns in Kerala do not form their locative in the regular way with ete A list of the irregular locative forms appears in the Reading Practice for this lesson and should be committed to memory. These two fairly obvious principles may aid the learning process. First, placenames ending in‘—~o” form their locative in -oS asin Mah Jo * Quilon', ad>> geo, tin Quilon, to Quilon', secondly, those ending in a single stop with echo vowel double the stop in ; v the locative, c.f. a DOIDH2G "Palghat", v npesdnrs, ‘in, to Palghat’, 10.2. MARKERS OF FORMAL STYLE IN MALAYALAM. The text of this lesson provides an introduction to the more formal style of Malayalam used in most kinds of writing and in platform and most radio speaking. ‘Two main features distinguish it from the casual style used in everyday speech and in friendly letters. Firstly, the sentences tend tu be longer and more complex, with subordinate or coordinate clauses linked by appropriate conjunctions. The second sentence in the text, containing two clauses linked by a lO\@ab1 "but", and the third sentence, made up of two sentences tinkea by' ae dh amas] looked aQs, 883dh “Osan tek \ choy deach Ad? 30D gave LZsadh LSaew wore atraah an sme said AAAI bh & ero threw way wrdl\ay dr Bndlerry knew Ms 68d) “son Walked 22.0) adh Pwo sek eavodisach aang, heayd hoor dr dem, Se macy , esta, da Irregular Cases acd ecm Se Aner By eee. ve ats aen @nsoe05} want | Bre cy Br Bre) 35) became 214 aiesson Eleven 192 VOCABULARY GYD) dese 621205) ? wns e@auesm>? 193 Vocabulary much, feo much, much move enclaves lessly | He te eters Gonon Ouse Chet) Cet) 3°, dks or. Anywou, eventhough , stilt. Cusreg, te make Caner, pox haps ke eat deg. Should dt speak, don speak & hear, te listen dud Cyou) heav ? Cvery. commen expression} do Cyou) wank a speaking ? Ctommeont sad Seheoltiathers and aldevs within Me PilesLesson Eleven at+at= ah 2+s.-3es @+a =@ M+M = TI) Mt = OM Sts = 8 amt ern = Bre) Qi+el = & ai¢e1 + 2 td = dn Bru- BY B4+e +B Mtn = W hea = B Ont S Ya ors om+2s > aE) tw = hh NtDM = oH M+A = OH 194 READING PRACTICE Note the double consonants which have occurred in the lessons so far, and how they are formed. as in eee As in as th as in as in as cn as tn as in as in as in as ty as in as in as in as kn as in as tw as ty rr 6 B120d0, > @ ahd, aMet>Vdo Ab2BS>-, 1821 Mads, Gram =flam, crgam nolan mm ileam, afionret, Slam Mg, e-aiget , 3) ainéemms?, Hryplecmrms? , asnommsced SY|d, SY. aMNsdre- wraiob, eas il, asresslesi>? Dol dmrrent, Alldlanse,emsdn7s rege! , 721 Qj r0,mSpmhx BPEBDo > Slob 7am apSlei>eay>? Be adet Dora csleen, € ress, Lecws> wr an), mucin oes sgl Gems en? » Bory adhe 217195 Lesson Eleven gasai): Br aa : gail: GRA eas 5): EaMloab + @213§) . Gamcyek bots) Bracn\aab GQ + eas) : GOs CONVERSATION Grmlarsy ery aciles eapilenonegs> . Dears Groaem ‘ fprereanl gy, agmilas Barron) 2 om2a Greaianm siamafled ena): @>! aQiedi\mrend BIQWV2} V. 0-24 Merete). ero, avediénrsmren craas. Brack erm aimmegy>. as?! @osil anv leas>? a> ers) ay BAM, O@ Yo Hlgaigy . ‘ aQotlnren os] orn a 0.25) advengaiongs. ErmMoa04 ai crnailaeigy se emres51, my os} spgyTsore, PeMet

|! er@w asc GEM esremegt>, BMOMWe Bat NWUQOM HMBSorrmegy>. bat rdras. -Den2eIle SE allarm wey, A) ager... 250 create mans wldlare. srmomb Hrf\ dam ales. Slee Och ZG. GR BAN alarwenss, emes>! oilnagee’ wr] €aieems? 21g - ——196 Lesson Eleven ty 4 2 3 ANU Fe ONE MW FONE EXERCISES Change the past tense verbforms to present as in the models. Models: 2M Crises arr ob erDcdSlarere - all gases dor emer’. Boal ewallas Bersocklaaa. eal gealos sere. , Bras Mack GZ hod) egaileron. ; madlonn amie am acm sensscdlaan. mangas Ag ~rerans”g wodlacre. cratack aamajies serEs~ Degyraileaon. ary 2Ns) mvoeileakmoadilman. crn gy? AeA qzememsy aad semoddlasmm. wy Sala engyen gs seSlenenn. aMlgsre majrar olor crs. Change the present tense verbforms to past as in the models. Medals: a) ~Hlep @ as ong? ONC Cate crs slazcre ? D pheay> drarctlLeape Gomori] Cchoaserei lesser’. Any dar) Cctho s&s corm lei Slaaorn. SEZ neds amg ogee. Sr aissmeamileb UWr2erBe SHR MBsry. eraimas alls? oa2-29) Sle om’, So msymey. aDack anaafle éaran euimadley. wry Assy aaclumsemn’, Mack adbmhme mom allel deacon. Br CaN>gellah mey cro 24) ey ong”. 219197 Lesson Eleven Exercises 2, Change the following past tense sentences to present tense as in the model. Medel? ei] agnades @asocal ? v Seer WF ON A aneillss @s1>dan ? 1 29D dheng ? Breads @Aasob BIAS. | erneerats dh>.24) faslal. Ca malas Sac. cleats fam cos? at Qlorb 127 Ndd>reng ics. Be woe) wont, Sra raat Pat By, - SoS aga 2 : @ a >enb a0 atm He orcas. 2202S 198 Lesson Eleyen Exercises 3. Change the following present tense sentences to past tense as in the model. Medel: eraich geste aero, rain speasrlo aoe. Lo amr waaiam sexs EIS) Gacn. 2. Sraib Naw theplacscre? 3. dood Balch adoong Sr1> sor. 4 BPEZOe ~PXZCBu ABs Gwrm. 5. @re® Crom EBri Haagm. 6. emesis sex Alla dhoemseb Calrdam. Z, ermseh asarse aiclgssas. 8. as) Alam e@mraron. q. wc hd) aidan. lo. srmsab. lark enim afis eam. 224., ayo Lesson Eleven Exercises 4. A. Change the past tense sentences in exercise 2 above to the cleft type as in the model, mM) afalas eral? AM agalasarxm’ ears ? B. Change the present tense sentences in Exercise 3 above to the cleft type as in the model. - Graich sewrtsdo aman. cena Deawaren aimons’.200 Lesson Eleven Exercises Translate the following into Malayalam. 1. What is it you're doing? 2. My friend came at five o'clock. 3. Mr. Thomas went to Kottayam. 4. His father was a doctor. 5. That hotel was very good. 6. The boy took away all the plates. 7. How many days is it that you traveled? I am afraid the coffee has run out, would you like tea? 9. Hey James, aid you see that? 10. Let (it) go, I will teach him, (do you) hear. Prepare written Malayalam responses at home to the following. 1. Om Sead afm Adee ? 2 9 alam aree> GSma2em” avcedlsayo? 3. cenaich afeebdo asa ? araSlaes cour, aancids — eemaear ? kh, Mente ~BB nro) Seep 7 Yr oem, ny ean? ia 5. Grea BMaam apoailas SAW O99 ore” asa6rern @ ? b. AA adetlnrm eeeran A237 ags> | 2 0-2)) AM ailegy 2 aGlomr Ho@jo ? 3. @ aga aQiarh, oad nj aes? aHailas “asa? 9. eraoiles Bry 0258) coyerro ? : fo. aes) okt raion ora> wlrecmn>?z0L Lesson Eleven Exercises 7. A. Join dhs to these words, making sure to double the dh. RU oe ol Qe) dh2 24) atBo aaa) B. Write out the numbers 21 to 25 in Malayalam words, making sure to double the <) in goasaugs’, as in the model. Deue’ + eng = DR an81) Ad Oma + Bers Demais + wey “ Y= BwRiaDs+ Awa = Deri + owey = BW B+ Sem = C. The word a1Qein its generic meaning of 'fruit' 1s often joined to the names of a few common fruits. Join ale to the items indicated below, making sure to double the initial a4. 21 do T Tack hunk] U2 L Plantain plaxt| om a7 L tomate] Q2s8a> ~ aor [banana Fuct- used alvsays wi 195202 Lesson Eleven GRAMMAR NOTES 11.1, THE SIMPLE PAST TENSE FORM OF THE VERB. A list of past tense forms appears in the Reference List in this lesson. Note that while Malayalam does not have large numbers of irregular verbs as English does, it has several groups, each taking a somewhat different ending. One major group forms the past tense in -S1) , while the remaining groups form the past with a double consonant (stop or nasal) or in a consonant cluster plus’the short vowel @) . a-few exceptions show only a single consonant in the past as in allem ‘eu: fron INQ ah "to fall’. Also, the Reference ‘List contains only verbs which have occurred so far in these lessons. ‘Though these represent the most common past tense endings, it does not cover all the possibilities as to consonant clusters. The remaining ones are given in later lessons as example verbs come up. Any set of rules describing how these past tenses are formed are too complicated and have too many exceptions to be useful. Therefore, the best policy is to learn the past form of each verb individually, This is probably in large measure what the native speaker does while learning the language as a child. The simple past is given for each new verb introduced in the vocabulary in the lessons from here on. The irregular past forms of the copula and the existive verbs are given in 11.5 below. 4s 225 hy,203 Lesson Eleyen Grammar Notes One general rule, however, is of practical help in learning the past forms, namely that those verbs whose Present stems contain double fS) pronounced with the “hint of y" (see 5.6) invariably take Ss . The simple past in Malayalam, as in other. languages, is used to refer to a single action completed in past time. 11,2, THE CLEFT SENTENCE AS A MEANS OF FOCUS. In 2.5 and 5.4 it was shown howthe normal order in equative sentences may be changed’ for purposes of emphasis:or focus. This is done by moving the copula Boer, which usually occurs at the end of the sentence, to the left to immediately follow the item to be focused, with the: remaining elenents then falling to the right of C@YDerd . Normal order as: vs . ralaak ailq’ ehogemmlenend my nome is in Kerala;! shows the normal situation of the subject being in focus. The cleft version of the sentence, lowever, makes the locative phrase ‘in Kerala' in focus, viz. gonlenent ag 2.6heGomlenem afmop ailg:re's in Kerala that my home is,' This same mechanism is used with verbal sentences by, in effect, making them into cleft type equative sentences. Here, as before, Brand is placed immediately after the element to be focused’ (usually, though not necessarily appearing at the beginning of the sentence) with the remaining elements, including the sentence verb, becoming a predicate for the newly created equative sentence. In order to fulfill the rule that the predicate contain a nominal, it is then 226204 : Lesson Fleven Grammar Notes necessary to make the former verb of the sentence into a noun by adding (BYOCEy «(see 9.11. Some examples will clarify. 3. oS) PD anetlali ‘What did you buy?" 4.08) aGlenoend? eneeal gees 2 "what aia you buy?! or ‘What js it that you bought?" SEMI SOMOS SPG.2. 17 sont hin.* S.ERMENY COREA Brws\W)."T am the one who sent hin.' 7.661 Gy QALcch solemn. Tey are sitting in that room." 8.Gnnid com qfidlene’ spdlaaad,'rt is in that room that they are sitting.’ As may be seen, sentences containing both simple present _and simple past verbforms may be made into cleft sentences. -- This sentence type is really much more common in Malayalam ‘than in English (see this lesson's conversation) because the grammatical equivalent in English is used mainly for emphasis which is much less common than is focus. Change of focus in English, on the other hand, is usually shown by stressing the focused word. It can be seen that this mechanism is particularly called into use in Malayalam by question and answer sequences (see examples above and in the conversation). Even the subject, already in focus in normal sentence order, is put into cleft constructions (see example 6 above) .Besides - the simple present and past, most other verbforms cannot take part in a cleft construction. The principle other form which participates in cleft constructions is the desiderative, which is covered in 19.7.205 Lesson Eleyen Grammar Notes 11.3. THE COMPOUND VERB WITH THE COMPLETIVE MEANING. , Slam eat) ‘€inished, ran out', where two past tense forms appear to This lesson contains an it follow each other back to back, This is actually an instance of a compound verb, a common occurrence in Malayalam, in which the main verb is followed by a modifier verb which adds a further detail or shade of meaning. Compound verbs are more fully treated in 21.6. Asa Preview, you should know that the main verb (always the first of the two) here is cmsleiro ‘finished, ran out:'. The addition of the modifier @a1> os) emphasizes the completion of the action, or the finality of the circum- stances. It is important to realize that the meaning of a verb functioning as a modifier is quite distinct from that which it has as a main verb, Thus the modifier 8a\>diadh should be considered as a separate entity from the main verb atodydh - As a modifier verb, @at>Ic@sdh with its completive meaning can only occur with main verbs which are intransitive and which show a change of state. In this lesson Bleach denotes a change from a condition of something being present (as with meat) or in progress (as with a meeting) to a condition in which it is not present, or not taking place. @al> da dh as a modifier does occur with transitive verbs, but in such cases it has an entirely different meaning, i.e. that of lack of volition, or intent, on the part of the actor (see 21.6D.)206 Lesson Eleyen Grammar Notes 11,4, IRREGULAR PAST FORMS OF mers axp Derg. The verb GO G3 dh) has two meanings, 'to be' and "to become’, A list of its forms appears in the Reference List for Lesson Twelve. (BIR) dich has the irregular past form erp Q colebesdh" co be, or have just been, taking place' are used. A similar distinc- tion in meaning exists here with O6NS2GU1 used to refer to a change of state, and Denso Q\erxg used for the ordinary past tense senses of ‘be’, ‘exist’, ‘have', etc. Witness: 2. algemerdlah 003 cGratdnSe Seren) "An accident occurred in the city." 10.607? aratlne) namlasd acs cones ose. ‘my little sister was born this morning’ ( literaily, ‘a little sister was born to me this morning.') n. Deddrgosm’ wearbay’ clone OQersag). ‘It's now that he has come into money.’ 12, BREMddo aGach aac giles atome Dens ralkeam. ‘I had money (with me) then.' » add soo Bales Derarclom. ‘The teacher was at school today.' : 14, Cre ne 20s Sailas AM arQWdas Dersler. ‘There was a teashop here at.that time.’ 4 Note that Sern ch\ forms its negative in the usual way by adding SOGS + The negative of Calm, however, takes the special form SDE\» MICAS. See: 15.80%. Dsrzrales ‘Nothing happened.' 16. Yack Sen” was Deyraleman. ‘The teacher was not at school today."208 Lesson Eleyen Grammar Notes 11.5, THE PAST TENSE OF DESIDERATIVE FORMS. Any desiderative may be put into the past by adding Byler ers to the positive or negative desiderative forr., The distinction between desire and obligation, represented by dative versus nominative subject, still holds as these examples illustrate. Lin G@dlee? cacsmassiman,'r wanted to come.! 2.6rmrerb aarmemarcdlann!t was supposed to come.! a.aflenlse? Ai@srercdlagare, 'T didn't want to cone.' 4. orm eb Alacra.chlegens.' was not required to com A slightly different emphatic form is fairly frequently used in which the desiderative is embedded within a carrier sentence using - -aferd with the main verb Derg | ere are the emphatic equivalents for Examples 1 to 4 above. s.af\nlod cuaemaacresnesailesem, ‘I wanted to come." 6 ermomh aiamaacmers:alema. "I was supposed to come.' . ~ aQcnldst’ Aires nanners2slescm. "I didn't want to come.' 1 8. EMH AMER. AMEN ENB Dla. "I was not required to come."209 ae REFERENCE LIST Simple Forms of the Verb Form Positive Negative R 3 mand das) Camila] daslonmme@’ [abrupt Severe form comma sie corms Umaga Epes . Present de sl gexore as Aawomley Pieentian ABST 70 ds aadrailgs eacae eaten ad) dae dss) £ alles Past Day da Nase, sh meeeeettiesar slivers fas anews i Permissive asl imag, — Simple Forms of 2 To Be, Become | for [RamiliatS {poe Labrugt,saverefen] a {SEeer Cpeokttey Present copentemlh, are, etc. {eee Enowmell* Bx der Chor onl Gy C formal) PyAarmeny Becomes, A asce mgs Puti Forentiai == SMe BO daemoley Future Definite/ erm dao ' ETD damages Habitual n) Past Bmeilmerawas, were, ete. Brn Aleserig4 Let me Lala Ke make oe burl will make and En 234Lesson Twelve READING PRACTICE v A. Note how afmois joined to the end of quotes in the following. 4. 2. 3 4 5. b. Fe 2B. a m4, mags mo, A102? NAAM alNeer. Aumaam w~inem. BMemaam 2A sre, MIB awe. awe ainown- CHD Sr@D_ . Urdlannemmd aioe, . WANWAgM — a_Nsrersg, Brg voet)ou? Sesame’ aiaeera . SOD aon) emnoeb crdle> Slelenaaay nosey . 2f& w2 awn Catodlgy. Aca) agjors an sym, * ~*) aumonl egy ncumt @ai> Shah.” Wr eBe OGM GNI o! Oem. mlemds 2102 a2 AGI” Casoclag.Lesson Twelve B. Infenitive arresd) descr dh2em ch eases dh ent 2dadh ns deachh aol dead Oat Bch idl aadr Grd aghr BM DV dah aNeléroch 213 Positive aired) gnems drosmeme aUaeeme Oatochome msdneme 2 Mancme N21 Qjomeo aidlaneme Baciasene Gr Oda ome atlalenemes Reading Practice Note the desiderative/obligational forms of these verbs. Negative aesdlan ens ahoem ens eens Cat rocth ve Ms dmesg 2 Veners Oat Qjers 16) an ers ra) ou ars SR DY dn ers214 Lesson Twelve CONVERSATION Baimral: eas sikyns Ahvoded mgy myriad). Braj. BP! Erg erm oe dlenmley egg?» Glam or Bwanyate? : Banat: aimadlab Groyniaret’. Gears Om aanials Br wD ~3C) Blewk Odhoewre, airchemAadn est-ai) wine. ninah, Sot aGnles cigs e@epp eilaysrg, erg AdrrgE Qa )s! aflenge wml eb Cairhoeme .MInges eru]Ss_ Oi doreng, Baio dh 7, Be): agmler” Dm oeaeHls am Na drememe. MPAB_ Adwmengersrxsch aailewa? MN wm Alla doen. Dom mam AM eres epwuG@ladla Adh> ong, Cavdbeme. cmogs glob cra de’ Brmy re Beare) 0) Gore. Bar wal, aNemoseob, €aisob sam mas adiletla da? och veng n> ear? Bamrap : emrck elaan nanveneairdheenm? 0 - ery SiN ch all bed Amar Capretloyeng. | mln os) aslnans @as @atodh> aegy>. BBs Dense soeramardros. &aisct- BSmaMoes Crirdaen alas Qn” smh dol Adon ans. Bama}. A2BS>- Bonz} Ba) 1 AQhemoeh srmock | droog CUM. ase 237215 Lesson Twelve EXERCISES Form phrases by adding @as and putting the words provided into the appropriate (possessive) form as in the model. Medals BERN» , MEA MerHlach GOs Bemoacnd ma>h ” AYrhdh o Basso Soa!) @aigat Alercck Acie Qerh 7 cor ass) roach . Change the following sentences to negative as in the model. Medel: aDrlés erarage dho2ememe. Del des’ amen dromens. da Slave oe? rd alla dhoememe . A) mong arailnes ear S32 GnSMe, emesis ds Bay AYyMIY dod anedslanem., ovale SOMNgmerm> ? DD’ Grant Od 2gQgmeem> 7 aOrldes” AeiwrxBe aldldmeme- ler as G2 Bo Xl Het AAwWMe. al soot B> alerh AUeEMe. Ulan go easi2do MAJ2OrHEM.Q. Meck mailas Me’ gs cheno dh? og, C212 dhemo. oe ee {o,216 Lesson Twelve Exercises Make the quotes below into reported speech by adding and using either nlnsresy or Gabdlapas appropriate. 1.ergw maled + 2. aGertevs aime? . Alwar oe doQeong>? Loma Me. Gr aherrs AIAQI.- oe. wMekmed- . wenaid afi alles mr) gsx0 ? 7 YM TROD He MSUMe . q, nhmled gasens. fo. @r@, Ad27BSr ta ? oH oe oFa 217 Lesson Twelve Exercises Read the following sentences, making sure you understand the meaning, then practice them orally repeating after the teacher. L nqesy Bod fo is) MSs dre, 2 avrdlack aud e@ aclame. 3. MQde” nfs aenilds gm} anailas exces, KH. ewrdd amend droll deSlannenson’ ansang. 5 Mnae eraaw mag ~semanilat Nir ora, S21? rear ? 6. ormemh atome Mog? ZL Dtlm qnf Mallssaran’ cmandileje’ 7 B.afiach Zormratled aeraree samt Gadlaome. q. ome’ emg HYlowg’ Grad atlergs awe. Jo. agial an? > Bg rh Nady osflet Pale Awe aAyMhhe ~ONgdmome,218 Lesson Twelve Exercises 5. ‘Translate into Malayalam. 1. You can see him tomorrow. @.You shouldn't speak to the teacher that way. 3. The doctor's wife 1s not well, did you know that? 4, Is your child a son or a daughter? : 6. You ought to kmow how to write. Malayalam. 7. Can you teach us to make curry? 8. I want to call my husband. 9. He said I should not do (any) work today. 10. Are you able to walk as far as the hospital? 6. Prepare written Malayalam responses at home to the following. 4. ermach anutars @alrdlines ? v s 2 UIEY afin) wWdAcemea 2 3. arailnes owl aslsilogy? 4. rp anger Ne Qr\ay org’? on\ STH HANS Bos aur ology 7 agin a» ah? @reai nc | Srmy rte @ Slear? Brn wmas aad asreals moon’? Mewate ds 297 aymhcre adrreng e216) G0? raided’ ane és Slando Dore? to. noes Dasjlen dl Sonss dr Cao? - 9 a oe 7. Write out all the simple forms of the verbs below. (See the - xeference list at the beginning of this lesson.) ( GSN QI head CMr2 BH APSARA 241Lesson Twelve GRAMMAR NOTES . 12.1. CONSONANT DOUBLING IN CASEFORMS oF worDs In) . Tt was seen in 2.1 that certain words double their final . ¢onsonant before adding case endings as with aly tnouset, CUS\Slewb tat home, in the house! The sane principle operates for‘some words ending in A. me doubled form of © , SB + 4s pronounced like English [t] in the word "sighting," but without any aspiration. Thus the locative form of cue} ‘stomach' is C2iG2) Alcsb ‘in the stemach', Similarly, ene word for ‘river! CGYI)C}_ » which looks and sounds exactly like the number 'six', forms it's locative as Cem Aleabrac, in the river", Not all words ending in CQ’ follow this rule, however. thus dh>¢} ‘car! makes its forms nommaiiy, i.e. Gh>Gleeb tin the car’. v 12.2 INDIRECT QUOTES WITH THE QUOTATIVE MARKERAQIONO . Tt was pointed out in 8.5 that there are two ways of reporting someone else's words in Malayalam: using the infinitive —>erh’ form of the verb for commands, and the quotative marker oG)@ for all other kinds of statements, questions, etc. Indirect quotes of this kind are even more common in Malayalam than in English since direct quotes using printed quotation marks is used only in some English influenced kinds of writing, What actually happens in these reported speech cases is that the indirect quote is embedded within the reporting sentence, beccming the direct object of the reporting verb. Following the normal order of elements 243. a220 Lesson Twelye Grammar Notes within the sentence, the reported sentence (object) falls between the subject and the yerb of the reporting (main) sentence. An indirect object,indicating who the quote was originally addressed to,is always present in the mind of the speaker and of the hearer, though it is frequently omitted in the report. If stated, the indirect object is easily recognized by its adéressive ending - 6-2$” (see 8.3). The indirect object, and any adverbs, will normally come in the early part of the sentence, perhaps before, perhaps after the subject, but in any case, to the left of the reported sentence object. For stylistic reasons the normal order of elements is sometimes changed, pitting the embedded quote either first or last in the sentence with the other elements relocated accordingly (always keeping. the basic rules that the subject may only precede, and never follow the verb, and that the verb must oceupy the last possible position consonant with the overall structure of the sentence). Examples 1-3 below are all acceptatle versions of the same report: 4 7 1. Crain Gran veelarnomend a1 new: ‘He said it was all right." ol > oa 2. SD Mmolahacman Gea ato een. "It was all right, he said.’ ar teers 3. Qder + The term rNBS mas CBroa2keb , iiteraliy ‘the children's father’ was also in use, particularly among Christians. Many traditional practices are changing under the impact of mass education and Westernization. Hence, some wives in the former generation, and many in the present one, both call their husbands by name and refer to them by name while talking to others, This is spreading rapidly among the current genera- tion, though the extent varies with community, social class, and even individual family.< S 224 Lesson Twelye . Grammar Notes Husbands of all comaunities traditionally referred to their wives by name or by (3 >D. twife'. very colloquially, and among or to members of the lower social classes the cormOalTiles [al Qe NGS riceratty + child' is wsed for wifdeith its corresponding male term a4) Ss) In addressing the wife, the pronoun oS) is traditional ale sed for husband as reference terms only. and, as this lesson's conversation shows, is still in common use. The feminine form of the familiar vocative particle fs) literally "hey, you', was common but is now going Pacis on Ga) ct ns) signify intimacy ae well as social inferiority so that opinions vary as to the question of which meaning dominates in the ase of these forms from husbands to wives. In any event, there is a growing tendency now to avoid these marked forms and keep to the relative safety of calling one's wife by name. 12.4. VERBAL NOUNS WITH POST/OSITIONS. When a verbal noun 18 governed by a postposition, it is subject to the same rules as other nouns in terms of carrying the ending which the postposition requires. Thus when the verbal noun Gelodaemass occurs with the postposition qmny "before' in this lesson's conversation, it must carry the dative ending, yielding the phrase Gal>dacrnmlers any! ‘before going', These verbal nouns ectunlly represent sentences which are embedded as what English grammar would call the object of the postposition. Note’ that the other elements in the embedded sentence are also a part of the postpositionai rarase as int225 Lesson Twelye Grammar Notes 1. NEOCrUdweM de CoRaM rch ba todaemadloagaa} "before going to the office this afternoon.’ . 2 COREG? Eairdlalslers euaHo ‘after having asked them' Note that either present or past tense verbal nouns may occur in these phrases. Ordinarily the subject of the nominalized verb is included in the postpositional phrase only if it is not clear from context, or if it differs from the subject of the main verb of the sentence. -Witnes! 2 Baise wroadlerilesh Aled! cucmencdlers Qmy emsat thd) aldnas- "Let me.make the curry before my husband comes (home) from the office.' 12.5. THE PERMISSIVE FORM OF THE VERB. The permissive has ¢ ” the present stem plus ~(GRMS . the ame form for all verba, i, ? Zt may be formed by removing - QV" from the simple present c J and replacing it with -(@63. Examples appear in this and in succéeding lessons. The permissive occurs most often with first person subjects, particularly om , and in these cases is usually translated as 'let', ‘shall’, or 'may'. As may be seen, it is most often a question. Its most common occurrence is that in the last line of Lesson Eight's conversation, ere cb BalIAAS, literally 'may I go'. This reflects a rather different convention from that operating in English-speaking cultures, but at the226 ‘Lesson Twelve Grammar Notes deeper level, both are forms of courtesy. In English, we soften the blow of terminating a conversation by apologetically stating some reason which constrains us reluctantly to leave. The Malayali softens the blow by deferentially requesting the host's permission to go. The outmoded English expression "I take your leave" shows that our politeness mechanisms were once much closer. Malayalam also has a more straightforward means of leavetaking as in6rOrmb @nl>d30m ‘I an going', which may be used in very informal situations or, especially, when it has been previously been established that you will be leaving. In other cases the permissive reflects a more genuine request or expression of personal desire. witness: le ora 2 aymisre aQhgGaos'May I take this book?! 2. Bralas ac dscyery’. alge avewslanns. ‘There's a shop over there; let me buy some bananas.' ae Pang\ldoos als MMOS "shall I give (you) some more tea?" Note that the first person, which is the subject in the Malayalam construction inall meanings, is the object in the ‘let! construction in English. This 'let' meaning is the only one when this form is used with the third person. Witness: + CBD Galhos: "let it go', i.e. ‘Nevermind. 5. BRBRAM) corps, ret it be (thus)! 6. aac gpailns s@lenng'net in stay here.' The permissive has no negative, and the question, form with -@—) Zz. is rarely used.227 Lesson Thizteen ENA HAD BRM AM Geo avers) ai gong Br AUD Jo Bry HBAs’ x0 \? AIWI)O Bl Ales: aglorntl MADWe Bru a1 Lle5 bar> alas RIAD. dneplerersy ealIne1 before, Previously early, permission have Cy ete 7 taken neod hove need, road oe pressine, neod after fe medina as Fiwishad , time I do nat know, D have ho thea LT owillask and fet gee knew. fast, previous Like ,aS iB Qe228 Lesson: Thirteen ntinsame @trnel . ppdas’ mma UWea\eu> Pad [Pact fanse 1 tocslanodald 6.20290 ceZe sues easlagl \ 24) de.d> tee tense: ee Ded >> oen\ dr dh fess arom la4] Daleay 2° ON ery Cw dr [fast Since t coloscorely dh OVS, MBH C fast finse! Adrrong Mere] ANas3M ory Bs seid CPase tense: 5) cho 24) > Sloieydy Teast tense: dro} drdlagt Vocabulary as you said, Chevk, (eo te fix, B set ve te Kake cave oe form t obtain, to gatite bay & EM out, bh temp ty shaw mistakes Lnoun) te cexvect © iy bring Someone Raisa, a hundvadiC oh aw Rupee stamp te stick, & pas on TE have breakfast, snack Ct Uterally ate drink Gther] BBE229 Lesson Thirteen e S READING PRACTICE A. Note how =| “combines with. the following verbs, dl gesch | aidlafg! Eedlagh | con clenrsl sg” anadlaas! anal” | msaac ' msonlg alga | ahsletle 2Aldad 1 Somers” I emrdaa j emotes? Bdriodindn | ehsls’ ahgdan | sees drend | dhovls’ Od §,48¢:h | Adages? Cairdach bai rails” 7 | minays | atnewsls | aimed | ict’ B. Note how = “sy “joins to these verbs. will alg org? adodson, _ aus ews] 25) gore” gw2wlgers MA gery caucl gen em anleal gong” Osomlagen Ad? goon g org? atacenils sng” Boalewlsers” ae ont g org” @aawrlgen easls, org”230 Lesson Thirteen CONVERSATION Buweainb: CaAemoedb ma2Alam Sam doememe, dotes: o>Alam &oemseh Alesrads emnanam BDA A270 Arreers)\ 3) gees? Quah. Bed. Ag aes wom)ave} 20) Oro OMD2a1AM hsemoms.en” 5 Ima Aime. Hoses: wry Dewrtre acs A) Aleeslesrart plow HP overs) mode? RADU eons > Nr?” Brel >oh nt >5lgy moral geanog” C2127a ale srr An. dao34 theless” —___ doo ast Wl, Hlendoéee modlan soem Premre- Qwaind : Mamrp>re mod, thee) sre SyL\ oad at 9 sm Earned, @mola, ua weg a cerd\ dsxcatsab orm CA ek 2B@\NAJre ErH7 oh VrAleys Bet). ests god asiamh | Aad aslob clone 37 QV AYOs G00 2a slasls? 240) allan ame. eaemonbmrd , 253Lesson Thirteen Arwadb ; Cagmoa mirc: Qwaick : 231 Conversation ors ae oi\-sf\s om) oc RQror ean droril@s.row> do AMA gh & - ery oro) ooh \g° nnlad Ndr ova, Me.» Ere atodo ema re 7 02g" Mlesrade dex? aIETe Meror = wIAB.. Wd) wood. smor or eeslam €rs 2S) HreemMos. Rainn ow HhreB\e + oD CD20 mwah eas B Maat v \ v Meany BsEldmome . rw asiols Dod aol ach nadrsylak Nhe sdoomMe , af\omoeh EN? CYR AM Bry As wd . C20262. 3. 232 Lesson Thirteen ‘EXERCISES Repeat after the teacher, counting by tens from ten to one hundred. B. The teacher will assign specific decades. Practice counting, using all the numbers up to the following decade (say from 30-40, for example), so that you can recite them fluently when called on. Use the list of numbers in the reference list at the beginning of Lesson Seven for help. Keep in mind that final‘cm*is single in the names of the decades, thus a voiced fricative sound, but doubled”cown“when the integers are added, thus becoming a voiceless stop sound. A. Give the Malayalam for the following mumbers. 25 38 53 21 33 44 99 87 5. 66 35 59 B. The teacher will call on individual students. Each student, in turn, calls on another student, giving him two numbers between twenty and one hundred, hopefully not too far apart. ‘The designated student must then count from the lower to higher number, with no mistakes or omissions. Note, if a higher number is given followed by a lower number, the designated student must count backwards. Make the pairs of sentences jn each item below into a single complex sentence using"-1&°" Note that this will require ropping of the connecting word at the beginning of the second sentence. t. emoebk algeb arom. Slam eacvr arglsd « 2. ol AMA» Be MESEnMe1 dl Ga. aileacn 1-8 wiclan ome. B.cmaodlam Goemsoe. wre Airs eatoaldar., A, Bmw do nen a Geleos eee | alent aach EavasS\eob oa: 5. Mlesads spolaneme. atlaen 207 Cappel apts. 255> -Lesson Thirteen Exercises & omen e212 dre. Ne TLIM@de. % siamdcddiet Q12(a. Grains Gen >(clr3 . 3. er @earsg” wiems a1.ced\os, alleen @\ avesdlansd eri. 9. len ageley mod) Ose. atlacn Seles Qaas. fo. Pansy mrame Aglaag, «acon SIAL NH 2s) om. ,234 Lesson Thirteen Exercises 4. Rezd the following making sure you understand the meaning, tien practice orally by repeating after the teacher. ae 2. Wlamaa hevels” Arles atlsiess Cai >MEMo onl ewrds bee Po a4 regleri|g) ousdlam doamoe - baer Bemamled’ allslat Nav’ atone” e252 25) aos? a>! a) a> 2S\ alls Bromieioves\erb CEC 7 : e ainll ae? goal temesineh comaia|gmg. me2Q oles” Carr 0342005) ve @ wa AVR) MmeAr ? dages! ear s@allas e212 awn BN wr.ear7 cerdlausct ~>2Slgy, craaeans easral_ofls AIO Md. CA\Geees Genie oy are) _s)s” AIM... Meade an erm €atrees smoot Ea? Males” DBorarlank aanagilch agegan . 257235 Lesson Thixteen Exercises a. Mack BY mg wells any vodloa> alas eng”. alas aoailas alow am O24 easlay Ndhoengamarea> ? Qwni>! oN ewatlo rm € 20206 Ws) x caver] ndmeng GZ. Emer weg’ modlam droem) 4)s” IM, . Match the appropriate. translation from B. with the Malayalam sentences in A, below. ey , 5. 6. amoh 29 asdlah €> ls” Sm > amr. wraich 2Neamors ear dls adhe 2O$ES_- macs” eriggles omols” slang a ernest dh 2) daslails” Sasrchoe . ern vledla dors) s eons > 2. Bee ~wawmls grad als \eed ta1203),Lesson Thizteen 236 Exercises z Ales ho lanes, QrIm Hwlenane. th esr 3.) Coens, @leei>s 259-24) v6 Lejaaeng, ! 9. med BD doajo Chsls” ~MEY>0 Valera). 40. ermach Oh) waco NEN Bad ORe Me. CW 22ers oneal s” QLD. 1. When the gentleman heard of the matter, he fixed everything. 2. ‘He asked me before taking the book. 3. I can make dosas for all of you, 4, Let's buy the tickets after we get on the bus. 5. Don't eat standing up, Sit down to eat, hear! 6. Have you seen that movie? 7, I'11 go into this shop and look, 8. We'll go after we've had coffee. 9. Get two kilos of meat from the market. 10. They went home after they said this.Lesson Thirteen Exercises 6. Prepare written Malayalam responses to the following. 4. £0 Aled BHRAS GraAI1»*Ba Abewslanerie? ee o> 24) aslails aaesilailes Ealodyeam> 2 5. Gueme.- A clsilseenss? . 4A. SOY €2020. mie) -2l af)” fot Slenh nem gflab Adh> gdm Esm>? DB IED ark ajo AGU YMSQo hz Qo eis) seems ? ; on) BDA? 26" Brosmank, Asongy ? Flack ~YHlu amas Grajyam dhoew' _34\s° Ndhrerg mAs ? 8 hod sestor Brat) A eens>? —y 20 veh ald) eon? aNewtoo los. ? {o. CHAD corsilek @at>@lS eons>?238 Lesson Thirteen Brercises Sage fa ve «aga ~S ‘ana’ “I$ er§ to the following past tense forms. a Argh O41as db>em\s4, a dhl s) vol o> ae4\ 23> Nae dhe srry Ms oe Ot By I VV)239 Lesson Thirteen GRAMMAR NOTES 13.1. THE PRESENT PERFECT FORM OF THE VERB. The present perfect form of the verb is made up of the conjunctive verbform (participle), plus the perfective marker ed Se 7 + plus Dory’ + Conjunctive verbforms end either in GY) or in tha echo vowel ©) (see 13.2). Note that when it ends in ga. the joining device CQ) is required before - ‘Iq . In all other cases, the echo vowel drops before'-IS}? is added. Witness: 1. Qbast’ Han Adrdo Alecovhlaalg eons > 2 ‘Has the clerk corrected the mistakes?' 2. BA262 dhglfllseons>? | "Have you ever eaten dosa?,” Note that the two exceptions which do not take @) are @atock) "went" and wry "became, which loose their final ST) before’-" s 1 Oke 3. cerca Atsocrilest Sairallggens>? ‘Has he ever been to Madras?" u 4. eo0.24\ aflonnas cils.org . “The meat has gone bad, is spoiled.' The present: perfect is used somewhat lesa often in Malayalam than its counterpart in English, It is used to describe a completed event (hence the necessity of the completive marker a s" *) an past time, but one whose effects are still significantly in force in the preser.. Many events which are reported by present perfect verbforms in English,such as ‘the taxi has come’ , ‘they have had to study a lot this week", etc.240 Lesson Thirteen Grammer Notes are reported by simple past tense verbs in Malayalam, viz. Sod) Aaime, DO BB Grad égenerb alSlanmardleame. eto. Malayalam present perfect forms are often not equivalent in ” meaning to their English counterpart. This is particularly evident with some intransitive verbs as in: 5. Qelens Damle sry. ‘The cloth shop is open.’ s. Basle cacdlear> all sen’. ‘tbe radio is fixed." This usage is also very common with transitive verbs in which case the object of the verb is usually in focus, though the subject can also be included for clarity. Witness: a ahd) mason? "The curry is made," 8. 6TRaMb doo) Alaj)Sergy’ —r've made the curry! or 'I've got the curry made." The present perfect is also used in ‘have you ever ...' and "have you ... before’ sentenct In such questions there is more emphasis on the results flowing from the action than on the fact of having done it. The real intent of example 2, for instance, is whether the person is familiar with what a dosa is, how it tastes, and so on rather than the fact of having eaten one. ‘The importance of the results are also clear in these examples. v 9. ABWMBhAA? NA) GO afleslet adlgsrg. "The chairs, and everything, have been put into that room' (Indian English '... have been kept in that room. ") 1. re erlesla dhendlgesrar? ‘Have you seen that movie?' ‘ 263241 Lesson Thirteen Grammar Notes The negative of the present perfect is made simply by replacing SENS with GOKJ — «For purposes of a narrative, the focus’may be placed on the results of an action at some point in past, rather than present time by replacing Derg with its past form Derarctikonem : Sentences with present perfect verbs may b= clefted by placing @BMDEWS acter the desired element and replacing Derg with its present verbal noun £2285) + Witness: i.Mlrado aMeso@ond .pemos! Bn anergy? ‘When have you told me that?! Questions containing —] 3 one , verbforms may be answered with the full positive or negative present perfect . form of the verb appearing in the question, but are just as frequently answered by the short forms Qe or 9 ES 13.2. THE CONJUNCTIVE VERBFORM (PARTICIPLE). You have already seen in 13,1 above that the conjunctive verbform is used in forming the present perfect and past perfect verbforms. It is also used in the coordinate and subordinate clauses of complex sentences (see 13.3) hence with all these functions, it is very. common in the language, it is formed from the past tense in a very straightforward manner. Past forms ending in © show no change. Those ending in the vowel 2 reduce-it to the echo vowel. The perfective marker ‘87 always follows a conjunctive verbform in the mind of the sare of Malayalam, though often omitted in actual use, when —) s$’ is present, it is joined according to the rules in 13.1.242 Lesson Thirteen Graumar’ Notes The two exceptions, @atooo) and omy’) + are also treated in 13.1. Further examples of the use of the conjunctive participle arpear in 13.3 below. 13.3. ‘THE CONJUNCPIVE VERBFORM IN COMPLEX SENTENCES. It is very common in spoken, as well as written, language to join two sentences together into a single complex sentence. English has different ways of marking the relationship between the sentences joined in this way: ‘and', ‘before’, ‘after’, and others not relevant here. Malayalam has a single device, the conjunctive verbform (or participle) capable of expressing all three of the relationships just mentioned. ‘hough the language also contains. vords for "before! gam,” ana tatter’ QUBetC which can be used to show the relation ship between such clauses (see 12.4), the commonest means of @oing so is with the conjunetive participle. ‘The common elenent in‘these three situations is the “sequence of time, i.e, that the action of the verb in the first sentence takes place, and is completed, before the action of the verb in the second sentence. When joined into a complex sentence, the verb of the first sentence appears in the conjunctive, form, with the perfective marker —? s ; understood if not stated, and the verb of the former second sentence appears in the normal verb slot at the end of che sentence and carries the verb endings indicating tense, etc. This suggests that the second verb is the main verb and that the conjunctive verbform is somehow subsidiary, but this is e. In many instances, the two sentences being 265 often not the c243 Lesson Thirteen Grammar Notes Joined are of equal importance, and the use of the conjunctive participle as a linking device simply shows that the two actions happen in sequence rather than simultaneously. The resulting complex sentences are equivalent to English compound sentences joined by 'and', and the endings denoting tense, mood, etc. on the second verb also apply to the first. Note that in the compound sentences, both verbs must have the same subject. This often results in the verbs from the two sentences occurring immediately after one another in the complex sentence. Witness: 1, Galle eCN2@s3. ‘co and see. 2 ermoch oadlemos’ eatrdlatls ato are. 'Z will ask the boss and let you know.' 2. Grcilas Mmml~g eaD2e —ydlcilenns,. "May I sit over there and fill out the form?! You will find some examples where Malayalam expresses something in terms of two serial actions but which your English sense leads yov to view as a single action. When our language uses a single word to represent a complex set of actions, we tend to regard it as a unitary whole, ignoring its constituent parts ‘Thus the final sentence of Conversation Twelve: AeaQernrasb, srmrcrk Dera.) Nah. Zre. literally, 'Then I will make and bring (coffee) right away.' would appear most naturally in English as either 'I will make (offee) right away' or 'I will-b¥ing (coffee) right away'. Perhaps the most common instance of this is the standard leavetaking ; 5. Balscls DAG- tet me go and (then) cone.! 266. .244 Lesson Thirteen Grammar Notes In contrast to the compound sentences, there are many conjoined or complex sentences when one of the two sentences is clearly subordinate to the other from the point of view of meaning, It is in such cases that the linking devices ‘before’ and ‘after’ are required in the English equivalents. Note that ‘the complex sentence contains no structural cue as to which of the two sentences is dominant, and which is subordinate in meaning. This can only be deduced fram other factors such as one's general knowledge, the specific situation, and sometimes from the meaning of the two sentences. Thus: ocilaa nenslg’ loilaae’ @atochre. literally 'We'll see Ravi and go to a movie." may be rendered either ‘we'll go to the movie after we see Ravi', or ‘we'll see Ravi before we go to the movie', depending on what has been said previously. See also: raQacn dremlaiis Qoddcllack ancrgilob ergancme. "You should show it tome before giving it to the clerk.' AABEIdlet nly alemlg’ emealo doit) aaslas ‘We have coffee after coming (back) from church." All manner of endings, positive and negative, may occur on the second verb of the complex sentence. Note that when the second verb carries a negative, this often does not apply to the first (conjunctive) verb, an int 2 Brain ¢atoerlg cre). ‘He left, but he hasn't come (back).' v Even these complex sentences may be clefted by adding SID END 267245 Lesson Thirteen Grammar Notes after —"} = 2 “ and making the second verb into a verbal noun. Note that al _? is required when clefting, and that this structure places strong emphasis on the first of the two sentences. 7 10, 62h AMASHS Deers2 Awe mada ladlgrer8 BRALWBAS ANA Ih Saw Awoge mew "I did check for mistakes before I gave it to him.' It 4e also possible to add the exphatic © aGs ... -2 38’ with a similar, but even more precise meaning as int 1, AMA Desrarncrerd emoadl ales, smo rH VIB erect cifleot CIB: NH2ZUS SS. "It was only after correcting the mistakes that I gave it to him.' 6 9 A Last ‘THE INTENSIFYING PREFIX ‘Bro 205 | -. The prefix roc - can be added to some words to intensify their meaning. For example BO AUB Jo tneed', GOL J >Use ‘great, extreme need', Note that the short 6%) vowel has besome CQ” before the initial BD of BDAULB,)o « The iteu in this lesson's conversation CGTOC),)3 WU ra} ‘very, extremely necessary’ is the adjective formed by removing the final °— °° from the noun (see 16.1). There is no way to predict which words will accept ‘ewracss) so this information is mainly for your passive rather than active vocabulary. Two other cases are GYO[UjaOo tdesire' which forms BID) (ae ‘extreme desire, covetousness', ana QQ\GM ‘pain! which forms oremleniam ‘intense pain’, Malayalam, like English, has a number of prefixes and suffixes which are used to form derived nouns.246 Lesson Thirteen Grammar Notes Some of the more common ones are treated in Lessons Twenty-Two and ‘Twenty-Three. 13.5. THE PAST VERBAL ADJECTIVE. It was shown in 8.2 how adjectives may be formed from simple present tense verb- forms by changing the final ©) to(@YO. adjectives may also be made from past tense verbforms. Those ending in G)_ replace GD with @YO (just as the present forms), while those ending in €1D)_ require the joining device C2) before adding the adjectival ending (TO . witness: le hg over) BID Bl "Last week! 2. $0 ect Ue alan Gch tene gentleman who just came! 3. BMD Acim. digo @im}*tne bus (we) got that day! ‘Glustrate, these forms sometimes As the above, exampl. appear as simple adjectives, sometimes as the verbal element © of a relative clause. 13.6, EXCEPTIONS TO POSTPOSITIONS REQUIRING ENDINGS. In 8.1 it was shown that the postposition Gal20G) ‘1ike! requires the accusative ending on its preceding noun, ao holds true for all nouns except for those containing -@M , including verbal nouns, which retain the nominative form. see: 1. CGYE Salone ‘Like that’ ‘Like it! 2. QAIMNGAD ele) ike the 1ittie one" a.onyrd aN STOTATEaIPMES as you (respected) said! One other postposition, (dys > SVS) 'besides', which also requires the actusative form of preceding nouns, e ve behaves similarly with respect to nouns in -(6YO@@). thus: 269247 Lesson Thirteen Grammar Notes 4, GOD (PxS2vD ‘besides that', ‘besides! 5. AYA CSI) tbesides the new one! BMod ala crorae G26 'nesiaes what you (respected) gaia’ All other postpositions require case endings on their preceding nouns as described in 12.4. 270248 Lesson Fourteen REFERENCE LIST Section Titles in Maluyalam Newspapers 4.0) cizesradnds ayeadorcomlch b aa erogerailek 2a) ANeais.nenial b) Wavidlnara 5. ANAM) 6 Rare F, a) AgJr427@ ¢ Mes aise= ») Q>dan ay 3.a) Meayrmeares) ) s1@aeRdo 2) A®VEM Adam 9. meIennsM = Abeomeats Qemoem -atilmcildee 10. He adoro eloy> cue 12. SOomaen ~Ic).32 $) 13.0) eal 2Ulat dost ) Asuwjweme 1h. dhel> Moe | 15, raews) gals) 271 News in brie? Wedd yl Section A dvextisament Youth Seane , Maxket Quotations Obituaries. Capitol News Thought for the coy Book Critters Todays Programa Editorial Arts Scene Literary SectionLesson Fourteen. fo, drotioaioua {F. MMe aoep|serads Meb amnasy’. AY ansmed ANNAAAI Nahe 13. Grd\ a5) Addo 19% QnWmamremas Agmato 20.4 rE veins ) @rodsh) cone Zh.) alsla> Wo 22. 23 24. 25. ) MreaitDO.e aled> Al 2am adhe - (eresudla, Abamete eaaclecss 7 uv OP Drom, Jes orle} Reference List Weedkay Report Classified Ads. Fer Sale House for rent Matyimenial Notices Announcements Readers’ Letters Spovts Scene . Felms, Filey Scene Distyeet News Regional News Radia, timetable of Programmes Weekend Specoal Weekend Supplements Weekend Edition 272250 Lesson Fourteen VOCABULARY Adcom News Sy Cr Bo Brie’ aq One. &m>So Lock alata MNarreage baics) Stage , Section DaisaAlench Morrced persons Qo? 2s La.gnrénart] young man Qos VP.cyruer dy Young woman Moe Scene | BYP? Business , Trade Ales a12%e State Situation Standard ol esr eme Death Awsme Daath DWmaarn Todays alan Thous dz all. ae Subyect rol@y> We Opsnien, Ceiktcism lala >sI - Fbcaeaue!Lesson Fourteen Gis RAet Qerto (Weis dhe myraAlon, ° " We DDIM Be aes 24m O2Sch red) ay SAND ddr erdl\e\ af R2WN QAHam dey b Vocabulary Newspaper Editer Roke Dneurny Face . Speach ae Literature. Gr Various Sole. Renk Knowledge To make known Notice. , Announcamant Reading [Noun] Renders Letter Game. Te pLesson Fourteen > We als 2% aIDe peauilar UIIMo BIBT), \o atcos\ a dhosrree 2 .uQes_ 8). aAaas. ——S 6d. 1 2eDatjoewb Ms ABA Vocabulary Star path Gadany Regionat Week End One will Lend whichC you) Like About, Goncernts lolich Cave) TI eee a. pace te ae onLesson Fourteen READING PRACTICE Read through the xefe~-nce list placing an A: beside each of the four section ti’ _ ontaining the word "U>corm 7 Read through the re. 2 list again, this time placing a = beside each of the t. section titles containing the word’ Fail Read through the reference list once again, this time placing a C beside each of the five section titles containing the word" oWMNo’, 276254 Lesson Fourteen CONVERSATION amar) A) a1@e> arlene. . ato 1 >)\ syoceh 2DSJ2 AIPM Me Brd\ sre. aN orl eck slepan amaze TMEACVD®IMN C12 Alo hoes. Bors awvo G30 Myris dorard dese DUQSS dro DW HEde AMAMNablal Anrdlgnce - emgod SmyYroneri cel Hsknos_ Aly s_ QI? OMS eng’, Nn ase on. Sleaj}evemn at hlemw> Heraw rglear ernrlw enna es lest ons> aAlen,) 821 dlew > Hes MeNeA > 219 05\ ayo eb eS), Gnr@>a11D. creas haya ck agmiay oS\Mlanas. aiglase TOIT CHANG aAsQlaAo Gr) e326 Doman mila Slableh aigemaniled Qe Ms déacan hoQyseras_ aa) 39 d)) doe. ADersl cob THOML) MAS o Borg’, asm aEMjeon slot D7255 Lesson Pourteen Conversation ade am rom mae 0 , ONAN AM HeML) CRB. drome. ~G\orm > | 8D etre amaslecdlesy, ro ard dese BY? ot afer’, 2m BMroanwn 1-9. alflglet ewvadls’ as? oh) ay emr2ess |. 278256 Leason Fourteen EXERCISES + Use the tens below to fom ansvers to questions put by the teacher or by classmates as in the model. Question: fl esrso ans Dormer cv railaesmess? Answer: srmack 0.) MEIMYDIN A120 Dh od ) Q2anqQ” 2 eaaslecs > 4) Proetraino Q ANd mom) onus 2) dla. 3) Somaam Cr 4) mer aL ) agmh@rdliayr ae §) 231%, Jo 2, Form the plurafg of the singular nouns below. erp 3 oD om) Wo as ds) of ded eIelate s} -2I@Go all we de ew’ eau) a> Bye a3) cenner® i268) amemges ? Asem rnAOmMU Jo 2793. 257 Lesson Fourteen Exercises Read the following making sure you understand the meaning. Leaflack Adhars Has. Gore 2. Nae eON@e A}a122 Almere, Maa alls? aillabMmamrmen cas BDemnam ACM weryje Derg, N@Qds' arg anelengomns? ar hl am ob afr dos £0 Barer, aindr, allem €atéens? Doman ayric|crde disse QYZU>d0 ar dawr~ aM orl eek dhetrmoee y Wa dlapjeadl > Hreloraire, w\Alasroune ~. aMorat arai) dammed 2 -= Bore, : MEITBOM APM dds 21205) shoeh OCR AM OD Jars Ms adam dh?) B2OBEqdr0 ANA We. OM aaern Hers) gaat an] arco mr le ay2? auisac mmebildisam, nse ot) aay srvgs . 280258 Lesson Fourteen Exercises Baaslea? ancy ~~ ammilonrnemm¥ SrAlareas? . oBg garter) au omiley. BNEw WwW. AIAWBe Aparm Rog~ens De QIY anvamane Emr ? BUA. Are, Mo WW arom Os aba wooed, &hOS corm) ook ME} CA WIC Brady ase) Pook Hee. arr) 405) 2f droraniles. on’) CID Phesra> ? : Oe}, Ded wtaies Odmermaionley, Ms Seok C1205) ormoch 24> ell onas? Br Nd S >0 CAeMseb MWodlewrb AYnihorlan - AA) .plan’ met aod) @y>qua ven’, DMArM AveMHAOBsJoo — AyRoncoelerh Mec? ainarea? CE Jal. ae) ose” £ eatdody mwaadale). 284GRAMMAR ee 14.1, ‘THE GENERALIZING PaRETCLS “92 WITH 'ALL' AND OTHER POSITIVE EXPRESSIONS. The use of “90 in negative expressions is treated in 9.5. Some positive expressions also either require or permit “De”. most notable of these is the irregular adjective -Ogj> "all' which requires ‘o0." at the end of its noun Phrase. When SP functions as a pronoun, meaning ‘all’ or ‘everything’, then=§)e” is joined directly to it, were being lost in the process. (Note that one of the ways in which AQ) Gj> is irreguiar is that is does not form a noun or pronoun with BJ.) on the other hand, if aG)Gdo functions ag an adjective modifying a separate noun in the phrase, then ‘O- is Joined to the end of the noun, but only after all other endings which the noun may take such as plural marker and/or case endings. Witness: Lernsch eMgJr20 HeEvR. 1z saw everything." 2. erasers aG\gj> cil lgemsengee cheng, ‘We saw all the large cities.' aomlack ae} Bsa}, Mienlasd soared. "I like all your friends.’ Note thatnG)fpUe.'everyboay' consists of adhe | plus the human plural marker-ild plus . “De’, + The use of oy in indefinite Pronouns will be.treated later’ (see 22.1). The particle ‘o. is also required with words of quantity where it carries a kind of emphztic sense. Lesson Eleven's conversation contains the sentence: 4, SWOAo Cal AUQAM HBsrmmegs. ‘You wasted that much money’ literally, ... as mush money as that.260 Lesson Fourteen Grammar Notes “3. DCHAJo Qasleas ? ‘Ze this much enough?! literally,'is as much as this enough.’ 14.2. USES OF PRESEN? CONDITIONAL SENTENCES. Conditional sentences consist of two parts, the clause containing the condition, and the clause containing the expected result. when the timeframe of the conditional sentence is future, the verbform is followed by “aM ehleod” the conjunction --4) Gh do : 4} om 1. BRA do SXVARBAAA ead STA AUBe~- 'I€ he sends the car, I will come.’ if". Witness: Roughly the same meaning is conveyed by a conditional sentence having a present timeframe. Here the 'if' clause must contain : € ° past tense form of the verb followed by the conjunction -> ob e also meaning 'if'. Witnes: 2BRW0 dh2Q’ Graapch smo alae. "I€ he sent. the car, I would come.’ Conditionals in the past tense timeframe are covered in 23.2. Though the present and future ‘if! clauses are’often inter~ changeable, there are caztain instances where they are not. The . present conditional is conventionally the only one used with a few very frequent one-vord result clanses including 6\dh>S330, "it would be good',or,cften, ‘it would be better', and antl, ‘it is enough' or often, 'just,'or ‘simply'. These deserve special mention as they are used ifi Malayalam in cases where our English sense would not suggest the use of a conditional at all. Witnes: 3. EtHIMh WAles Batre Mes? ‘Should I give the form to you (polite)?' 283Lesson Fourteen Grammar Notes H2daAlach nndrafleh Adrgemroeeb acl. ‘Just give it to the clerk.' ‘ereairdo ovale SmLHlaves sxmabd soem aicas? ‘Phen, should I come to your office today?" Mas ayemoesh S\dh2GBBr%' tomorrow would be better .* 14.3, THE EITHER OR CONSTRUCTION. ‘Either oz! is han- dled similarly to the conjunction ‘and' (see 3.5). Instead of {D2 » the marker is“ @—>’, and it must be joined to both alternatives cited. witness: LHe aes erierse la "Do you want tea or coffee?! BQ dh aalecu> 2 Sometimes, ‘instead of juxtaposing two nouns, the alternatives are stated in separate pkrases of even clauses. 2. AlesnUvdie} 212Q) Baieem> coe gales? "Do you want tea, or do you want coffée?' \ 4 v. L.BdrLorlemaresm> MEREMM>€em> onleads dllsis? 'Is it Keshavan, or is it Rajan that you taught?! « ’ Note that -@—)', 1ike other conjunctions, is always the final element in the clause or phrase. 14.4, RELATIVE AND DESCRIPTIVE CLAUSES FORMED WITH £233 It was already mentioned in 9.1 that Malayalam contains a relatively small number of simple or real adjectives, i.e. those consisting of a single basic word. In the majority of cases, adjectives are made from other types of words by making them into clauses. The function of an adjective is to describe or qualify a noun. when a clause is made into an adjective, its verb must carry the mm? adjective marker -(®¥Q.This process is described for present an. -262 Lesson Fourteen Grammar Notes tense verbforms, including desideratives, in 8.2, and for past tense verbforms in 13.4. When the verb of the,clause is Qenz + 0x when a phrase or word is to be adjectivized, £233" required. This is the present participle of the verb SD OTS” , thus it replaces Sov” in those clauses which would have that verb in their independent form. Thus the sentence Qa an cards ears] Dore? "the young people have jobs' is made into a descriptive clause as: 1.2 etloyss Qyardovard "young people who have jobs! Note that the subject, or other word, in the independent version of the clause is deleted since it also appears in the main sentence as the head noun of the noun phrase into which the adjective clause has been incorporated. Such adjective, or descriptive clauses are often called "relative clauses" because they relate to one particular noun within the larger sentence. Note that the relative clause always occurs to the left of its noun in Malayalam, never to the right of it as in English. Sentences whose main verb is(Groyswt are made into relative clauses with YT) , not -§) BS} sve 21.1). In the case of those expressions which may either take VE" or CGrmsrrs’ , the latter is used more often in the formation of adjective clauses, c.f. aemGienlasd 69. YQABS tNanid ‘curries (which) I like’ In English, prepositional phrases and words may be made into adjectives without the overt use of a verb or relative pronoun, ‘wb2', 235Lesson Fourteen Grammar Notes ‘which' or 'that! in Malayalam, no relative pronoun .is required, but an adjectivized form of the verb, usually -S)S3S3 , must be.used. In reality, then, all adjectives which are not simple adjectives in Malayalam are by definition relative clauses, 2. ASO MASS Abesionhds ‘news about games! 4 AG + S\resa meAldhd saria from Madras’ 5. Werm> HuQ8 Abam ‘a happy (bit of) news!’ 5 Admapladleeigaas Alen AY teksts to cochint 1 ead AM BB AVM) hosts "books to be sold’ As may be seen, a wide variety of phrases and words may be made into adjectives in this way including phrases ending in a post- Position, nouns hearing case endings, and infinitives. 14.5. IRREGULAR POSSESSIVE FORMS IN Sec? + A few groups of words take the irregular possessive ending ¢ Aon . These include one set of time adverbs, one set of place adverbs, and a few nouns ending in'-@ 7, ere axe some examples: 1. BOON EN S Ss) "that day'e program! 2. Brocnigacon ABB) avo ‘the churches there! literally, 'the churches of that place.’ : Note that the final m6)’ of @aMilS vecones S) ‘nefore SHEN’ 3. BD BN &ss) ‘she first game! The number of words taking this ending is very suall, but some of them are very commun. Since there is no way to tell which words require this speciai ending, they must simply be learned as items. Note that they are all nouns in one way or the other. EvenS¥) OUIGS is actually 6D 'this' plus QD Se ‘place with the special colloquial locative ending “ay? (see. 18.1). "286264 Lesson Fifteen REFERENCE LIST Forms of the Verbal Noun NOTE: Meanings given here apply only when the verbal nouns appear without postposition, Case Present Past Meaning y Nomin- | en iodrem@d |be1>g@> — going, naving ative gone Posses- eo» dtsemelank fa neacrlank lof going, having igone pative |B.logacmmicrd Babouclery for, in going, having gone Accus- * ative nt? dsrmenlam @a2amlan —_ Addres- proche does not eccuy tocative| 6 a1> deme Cntrcucdiler}|in going, having goney ego, 0 lave gone ee Ente [Qa Drdacmailmocal| Gat > ! Adhuoeind marci W2[D COQW Gosh ty) sO” alas Hiesjrome Erespeme drigldrdh WOR Ente [Accusatine s ang 21arcye| AWQAKN [Past tinse: croc) at oy of Me bus stop a name, Mal a Form of George Oh! Lan exclamation of surpvisay @ name LC Nair is Q Surname aS well as he name of a Prominent Hinde Caste in Kerala] t see off Lsomeoney Tec ert m ove hage. b gt marvdad both bo get on jt ge int, & enteyLesson Fifteen Alek o2 oh [ Past Lense» olen) aes) MI bans aU o Cama) dheovs an) ed | ABAD WEerm Me (enol) 9509 8) Be & — 24} cry Ye D7 WAWaw ails Brt2 dedy [Past fnse: mille @ns 20517 otis @a1>@ 289 Vocabulary fo stend,te wait, to stop Woman happiness (am) happy © See Ctham) Converse dastve CD wish & Ak& This Gime & leave which Aas left Dvevbat i267 Lesson Fifteen amlésd Camoom && Clack nse emo) J ucla digas ane Slam Bm ANS, oat gale gecm de! . Vocabulary houy f think 4 Leak eg ht D. which as Corre ct T [E wit} ote thie Octer i > bat Wt be ah over t the bus 299_ iB 268 Lesson Fifteen READING PRACTICE Read the past conditional forms of the verbs below. Me crv2 lah sew > @) a 4oevb AL rr ai24 : BM @W —aj> ob aod) Br 6) cas aeeh eansers] Ea? ort) sak Oa 2D Gorm oceb Ndh> BAUD Ad? goers oof ado ores atlas sch coolers A) am sesh msove Msoms coh hs Cdhsocet hore fh ores sek Read the locative verbal nouns (present tense) of the verbs from A, above. meen? bl _ayailok GAB 34 Hook AwA andl Boma WS) cy cos) cob rfgonm oN coh Od? OM ow AO OMT ow sen cos\erk EdhSacileet 294 Hews wert269 Lesson Fifteen Reading Practice c, Read the present and past tense verbal adjectives below. Present Past MWe moe aacy Merc l_s4 CRO Py OM Grd cs st AWA arood\ cw) bom sere Bomrr4) a) af 3 don Dam Nhs, da NAIZSTD Os FROM ~mMsomM bdruo damm bas doomam dy os 292Lesson Fifteen 270 CONVERSATION ericd aprobaslaes Be Boe sty Tape ewone Sm Sooe aqulens: SQ! as echvenicrh MI@Waremegy> | Meets socilas Naps nade. Bhiwriod: ermsch Mew AhEMare B-Qy BUA. Aéh> 2h) aileet aos QWd2( SWanoeerb curcmeamrend, aguled: BD Achoroe SQV)Rso ? Echudeicrd DIADIAs HeL)sme gla ABdhode 2Qj Aree, SrouAe WONZ En INcrese srmoct fro ldlejegy>. apatite) migglet 22 6.1? MVM oo aM nak Adhere. eee armless lb oan (Ciploo 20n8 Sraach Bray. v uqpileny + GEOAWNA Cong Sa tINTBRJo heaasmlet aignce weomHe. MWAED F Wemdolonem a@ary rHerl ds era qe. ORY, Derirs Dilan 293 _Lesson Fifteen Bdocch 5 aquimy: Edrverach : 271 Conversation J wawdles. ehh2gmMamilcr Bwt2 h2M wom orm cb ames. 2979 WAwas Cdh>gSa@erms\ co Bw amy” Dorsems om ~Dack erday —~ coreg}! se .242d0 wedlas en? aNgentou Srey ouim Bh2sSamd mri. ergen suc? Qérromb Gerd ga cb drglerm> nem od EM2I0v~D. Bre Bry HNN oer wrdlenss” @ 2395) 23 och ndlaralgss. MIAWe GPAIRWs3.0, oro wil aca comans, . 2¢apds ag) os\ ase” Mlemeens Adhemrs. R>RVjEWI Se reed> Olan 2@egs> « We) , aGiaaseck mn Qo” Braniens Lim lnsecm gs’ Msdmr.m. |272 Lesson Fifteen EXERCISES 1, A, Fill in the blanks with the aj propriate form of the verbs in parentheses as in the model. Model: 80¢-24200—____ rads werd, [rica dhy Dewtovo armaem amd: wae, 1, @® Mssleeiea’ gesids —___ wl af\ach, Gwyaoem’. Lhoga] Breemesss” oo Ettrdo Grpbo alernQyas amileyas_ as ei ow” moad\gsson aa: Lowes salad] 3. Gry dro SlansSleb esgredl - : Aaya adn Bh look OD nhrx5 6m e027 Laaiady Oy Candas engmi—__ @mb Awe Wd Mer. Tedasa] bh Baemoe cusnland, Aa dross let Aor? ayndhe em Blemos, spears! atark ainQenc. L saslanal Be Fill in the blanks with the apptopriate form (past verbal adjective) provided as in the model. Model: 2. ears SHbb Snr: ‘rach Deaids rio comb cornoosee 4 4. wraoas SHS. aNorh Cason iE onl oh asian]273 Lesson Fifteen Exercises 2. Ge Bavecdleok O\ews! 3 dhe: aplaw oil sabeda! anAManear Lagdna] 3 oil Des maine — AM Aro Maerhamm. CHAM 4. 6) ow mn) med) ana 1 ers\a m2, ces adr 1 5. srmoch boimM leon oar > Yarem 2 Lamed, Combine the pairs of sentences using a verbal adjective as in the model. © Medel: Derirdo os 8 Ain. Grane | dréens>? Desds aim glacw om] chee? 2. 4. Gmaei ernoch CBW HrQIho at orm}. 1 cae oH) wdleuraolear? &ry HEWMBleh Acood0 Tm. Grado afack Swor Emon, 3 werd: aay mim’ ented), Bry orien! 6dr sg Warns| mon. ; 4A. @aigmre ar sglajo am ovlesla borg. Soe nam adler. 2 5, Gm Gmadldla ae Godad e corel HaAahlorn. Grade Ge gy €-07%6 DAIS AN EM o -274 Lesson Fifteen Exercises & ae @) Somidisilsd muans. Braid aMachk @ai ailaren’. %R Mod Ber apne arr2dldamns. cos. aH\taken> oe, 8B oe wy) ed modiam dhoemsek ace, Graiac Als deers>? Q. DebaLyos asda Bune acs atGAme mo ost) AAILELMD. er lank e.lacansernd? fo. Gren Beos ~! core, ns. lerb a\ @onl as at \Gacn. Gao aMoark Sled ror’. Transpose the following sentendes as in the model Medal: 2 ecdove Bama eles ovralam dramr.. Dearsdo Aamoek modlam drome. 3. 4. @raiins ecbanna wlab erin} ailgs. 2. BRAIN ailiat DanrengaicAaa eles Grp CD63) MECN ~UA> Aso 3. agcle oSlemas e2120] a0 eld ory 0 SVAlanre- A. 4 coca wodlansaaelb molam dromre- 5, a1as) ailet gaara nace Grader drome 297275 Lesson Fifteen Exercijses 6. Brey) 20> oh Alen’ emraana Gach mong, drsoh Prmemre Mach, SHIM BSraweds’ eaimoa ob AdreSBre. : 8 029) alae gavramagmilal smb siemaleh entoo0) 2B) 24 NEM TLIMI0, % awSdlilet WAH aa qgoaadlet agac0 2D AQ err. 10. 8 Ave re Ymocileracm eileob ASBND mem slexen. Read the following making Sure you understand the meaning, then Practice orally by repeating after the teacher. 1. Gauls Cat Glapat ra J aNaasarcn’ manlagonamcn BA Dre. 2. “esate ai\slet cuomcileek er cer do dss) IBN Wee Sab), 3 @reatles 2 cléaonew 200 Owclat Gale eer ehsS- F, a Ak, Gy WaAwWesds Geant mom’ tadidasat maeadlejrailaxors.276 Lesson Fifteen Exercises 5. owed @mancrn Mam 6.0206 ern aek aol ai) si\s" Ad? OE, CLIN - Dewtpd. Gea modlam ssc cho srl dro o BI ED ores) Ss As my oly BaIM = SI Avg) Qasrsan Emoarroan, omerk Srey hed lowh @ 1205 | A372! dos. . # wrearlan alt C€rtodsand\as 10. QrPo MaaM Bon H2mMenaam’ Creve &sz? Brn (CY -geraralacrey. Brainek Cates aMemasmany af) ot) de GA) woerb sles, ood Choscrsslet Gat all snes! : mOon\ 83° eomedl. alana, eG. @asr all aggad Ad NNR, mM) aioe aad an) . > &a208) Aejor ageless Bama. Min dae GrwBrRam ecmadlea> ? aN as'een RAM ecmnem| obleg ee]. 2996. 277 Lesson Pifteen Exercises Translate into Malayalam, 1, Who is the woman who made coffee? 2. I think Mr, Menon will come to the office tomorrow. 3. May I take that book which you got previously? 4. Do they both know that older sister won't be coming? 5. I'wish to tell him what you said. 6. I am very happy to know that. 7, "Did you see what's going on in the street?" "No, I didn't; let me go look." 8, “What price did you tell him for the chair?" “I said that we needed one hundred rupees for it, but I felt’ that he didn't have that much money on him," "I felt that way, too." Prepare written Malayalam responses at home to the following. 1. Derd norigemae ais rdslay 16. dmerod) gg ea Qoatias espncaimn ewoclay> ear 2 2, Grey smiogimscn Alek dsxem aso Bre) or or" 2 3. A) cera do fey” Naat QAhEMsS” Meo bl dmemn ear? 4. ablewado Bayne ~Nallas ari CVs ? 5. ceraaich dhedjoome yl 62>? b. Aauleys €Aemomr ago 8-925 ellelsent Aros ler a? Ff. SOMA atc) 328) AnclespeLesson Fifteen Exercises 8. Hlenwsds sess Olay MAWACrs> ? q. on) rt moa CYBATOA Be ap ers\ ails” ~OoD NBL? 4. 25 @B4odo sonatas Ala adlg eto MIM? a Galles deat) besant « Using the ‘reference list at the beginning of this lesson as a guide, write out full sets of caseforms of the verbal nouns formed from the infinitives below. GO WV Hs A afy des dh dhosre & * 304279 Lesson Fifteen GRAMMAR NOTES 15.1. CLEFT SENTENCES WITH NON-EMPHATIC ORDER. In 5.4 it was shown how the normal order of a sentence may be rearranged to emphasize, focus, or foreground a particular element in it by placing the copula Greer immediately after it. Section 11.2 showed how the same mechanism cperates in sentences containing noxmal verbs through the process of clefting. In such cases, the ’ main verb is made into a noun by adding GVO) + and the copula ie placed after the element of the sentence to be emphasized, or brought into focus. This emphatic order always finds Crom” somewhere in the middle of the sentence, and the verbal noun at the end. Witness: 1 ETA Mb Adr>-shlasd Ealodroewend aimed. "I (really) came in order to go to Cochin.' This lessons conversation contains an example of what might be called unemphatic order where the copula appears at the very end of the sentence, after the verbal noun as in: 2. orA2crh AMAch AAAMNAJ>e BG QNVayo \dn>-a)- Alea Wi Geaderah caitoncner "I came to ‘see my son and (his) wife off to Cochin.' Cleft sentences with this order are neutral with respect to emphasis and focus, and are often more or less equivalent to their uncleft counterpart in tone and meaning. Their use, uowever, may ect as a kind of softener imparting a tone of offhandedness or apology to the utterance. witness: 2REMIAL SWAeas? Wembdlaqrabh elmore. "I just went to talk with them.' Examples of this usage are found in Lesson Nineteen’s conversation.280 Lesson Fifteen A Grammar Notes 15.2, THE piscontrnuous -S) © REQUIRED Wit 'BOTH'. The vocabulary of Lesson Nine gave the iten CO6YRe — as both’. You can easily see that it is composed of ore ‘two! plus Car -De . asa unit, W6TZo fmetions as a noun, but when it is an adjective in a noun phrase, the fe” separates and attaches to fhe end of the noun being modified. This works the same as the {De which is required with the adjective aMe¢j> tall’ (see 14.1). Here, too, the ‘O- must go at the very end of the phrase, after any markers of pluralness or case role which the noun may carry. Witness: 1. O6TR ASIABe HBldrcm. "Both the children are playing.’ 2BOUD VENA, BaldDe On at dhr-24) (45) eciome. "Both of them want some more coffee.' Note that using BER as an adjective in a noun phrase without ef De has the meaning of ‘two! as in: 3 ae GQ ln srry’. ‘there axe to chinaren.' 15.3. THE VERBAL ADJECTIVE IN RELATIVE CLAUSES. Making verbal adjectives from present tense verbforms was described in 8.2, and from past tense verbforms in 13.5. These are only used in relative clauses which function as adjectives and give a more detailed description of the nouns which follow them. Several examples of their usage appear in this lesson's conversation. Note that whereas such relatives always follow the noun in English and are accompanied by a relative pronoun (who, which, or that), they precede the noun in Malayalam and have no relative pronoun. Witnes: 1.2 eri gleeb AWQAMAy2d "the man getting into the bus.’ 3032st Lesson Fifteen Grammar Notes 2. Seruadsh jaded mlabasram oe) ‘the woman (who is) standing behind him.' 3. ofl somaes @-alrGl-ad Ar2Bjo "the matter (which) you asked (about) yesterday’ a Alnas’ Soomeet HIg¥la Ue - "the newspaper (that) you got yesterday! Note that the noun which is described by such a relative clause may serve any role within the sentence, carrying the ending appropriate to that role. For example: sercilas goeleacm cwrdlems’ ealalies. ‘Ask the gentleman (who is) sitting over there.’ 68) AADIGM QA aime Gratiot aio. "He came the day that you wrote your exam.’ 15.4. “inprrecr EXPRESSIONS OF PLEASURE AND DESIRE. Pleasure in Malayalam in expressed by MWGcrm> Se plus same form of Dore or Crore’. All expressions are indirect, i.e. take a dative subject. The cause of the pleasure is always expressed by an embedded sentence, or 4 noun with a locative ending. Thus: 1. Bac \ah aera? nlenm gens "I am very pleased, happy about that." SEMA Herel Aldea WBN avernrgeng. ‘I am very happy to see them.' Note that when the cause of happiness is given in an embedded sentence, its verb is generally made into a noun with a locative ending. In the majority of cases you will find this to be a past verbal noun, since the cause of the happiness is assumed to precede the emotion itself, These expressions may take either Qo or Baw » with approximately the same meaning. Thus another 30g_ 7s, =Lesson Fifteen Grammar Notes version of Example 2 would be: Rest agente? 331 3.GRAUAA AHormmleat «Qmlad Asan meatal, "I am very happy, pleased to see them.' Such expressions are put into the past by changing the main verb eDomodleames or Brncklmen. A present verbal noun will be used instead when the timeframe of the expression is future. Note, however, that futurity will not be shown in the main verb. Witness: L.GRALA dmerormarlad aPienléey also MenmHAeng. "I will be very happy to see them.' Finally, when the same expression is used with Broord as the main verb instead of Dore (also very common), then the verb of the embedded sentence expressing the cause of happiness may be an infinitive. Thus: 5. GRAND Premoob nG\nloey MermAH arenes. ‘I am very happy to see them." 2 This may be put into the past by changing (Ye so@ry cles. Desires are expressed in Malayalam by the desiderative verbform form with a dative subject (see 8.4), They may also be expressed by the noun @9(Uatte'desire’ plus)6n=" , again in an indirect or dative subject construction. In such cases, the action you want to perform is expressed by the infinitive or gerund. Witness: 6a QNass wroaierrs aWocwrdlansme- "I want to talk with them.' (desiderative) or: 1 ADAM GY Grieg Wemrdlanrad Binwagens. "I want to talk with them." (embedded desire in carrier sentence) 305283 Lesson Fifteen Grammar Notes It is even possible to make a kind of "double desire" statement by embedding a desiderative verbform within a carrier sentence. Note that here the quotative marker Dor is required, c.f. aa Qin) ds’ Grariecr? memoelansmaaad emYNgenk. 'I want to talk with them.' 15.5. THE INDIRECT vers BO )IOVOGh - ‘Think! in the sense of ‘to hold an opinion' is usually expressed by the verb @)2MOdh. In such uses, it always takes a dative subject, and the opinion, idea, or feeling held appears in the form of an indirect quote which takes the quotative marker aQ\ro , roughly corresponding to the English 'that'. Witness: Lrg sniny’ Grows Aelénnsmar earmom. 'T think the next bus is at five o'clock.' The dative subject is often omitted when it is clear from context. Past thoughts are reported with eemernl + the past of Gemma dh. ‘There is a general rule with indirect quotes that the original verb tense in the thought, quote, desire, etc. is kept unchanged no matter whether the report is couched in terms of the past, present, or future. it is only in English that the tense changes. See for example: Oak awmaamd «eles eave). "I thought that father would come.' v s.chlerrsdosd Mam dremenaamd @ralbdes ero. ‘They thought you wanted to see me.' 4 BrMlavem) Etna aGmildes emo. "I thought little sister had gone.' Note that these reports are indirect only in the sense that the -— 306 a284 Lesson Fifteen Grammar Notes pronouns are changed to fit the perspective of the present reporter and listener. In connected dialogue, indirect quotes are not generally repeated. Unlike other direct objects of verbs, however, they may not be completely omitted either. In sentences with BM2dh the adverb(@YO6@3OM that way', ‘like that’ is usually used to stand for a quote or thought which has alreadybeen stated. This is sometimes transferred into Indian English in sentences such as "don't say like that', translating (GYO6TYZO\MN"\ eine. Witness: . Q 5. ABRAIBAS HAAN Lomgnsraens (see see 20.5). Witness: 7 s.ermch cer espe) Mal gamed aGinlia dana] Some dig. "Because of doing that work, I received some money." No postposition requires the instrumental, so that verbal nouns cannot occur in this usage.Lesson Sixteen VOCABULARY Darra Mealy 4 ALmost AQ} >I Be everyone DR form of 26) By oose] afl\orre date, ates Vaytous Lady} L Noun ds ater] slo ° doy. : len 2D « deily, news paper Echos. aac) A Malayalam haus paper *Thitivells , Kerala Mecmligt] eres BErrPA Malayalam newspaper Ceemscsa~ mind’ delight] Q@ al aM lam nwspapor oS C hitavabl, Mother land] @ereaslgacm of fiat pace Caenitve f anadas] x allgacrn of Ths pace : C penbtine of. @ailas| BP-ahs\oadh te prent [rast Gnse: @eaislay) Gra 5)-2] Gite ith be, es prénted. 349 .288 Lesson Sixteen Vocabulary M2 WICH Orden “9 Emmen, Usual anche] ‘coud @emas>0| Ordinary, Comments , Usually E Advert Berne Ya) Ent otenat BD BNA Pest 6232 doo lok Re 2. every dro orb Corney We Se event G20 langnage >a a 8 prasselenk and od Qa Lranshairon cnc onan Q \-21Qdh & Rrancteke Lpast tinse: mdssana HalaLl ag @h B wre Cpast fine: agygeraly nf gen AUABe es, Wilt be Wratten Deroy} Tndta We MD2MNe State 314289 Lesson Sixteen Vocabulary, Aarw.g. dgleads & marry [ Same Cpast Gases alate gl ah] as chesy> oms Aglosay sleet aaa out Chast kins + allay Chas) ac People f Kerk. op ab? | Ont —-AYSS Debasjed Mgyaymy Tnedinn Express! an Englak Aa teabspeper OO Gy Slasladlaacn & pablosk Cpast Gnset gw asl nolayt Gyo award lige 24307 as pobishea AWD o ° TL. occas ‘ wifk Kouny (Bs2am eee fl Herd” an English “ue language ews Papey carves) dh © a grant load MOO ee place, De naMigjrr abl aat o§\g3>AY Braid Der aime. Svaid mem 1 2. 3. 4 5. 290 Lesson Sixteen READING PRACTICE ‘ Note how the nouns in the left-hand column drop finale’ in order to form adjectives in the phrases in the right-hand column. QUQ2Beo Qeiw2a GH len Bln atte MNase . Watraneud) alDe ag ans MEIMNIO2>Me A LIMIDIM AIDED atoMe : 24 OM FS >,Jo Ao / Berm et. Note the various changes, including in some verbforms, when jis added to these sentences, UGAARS , srnocb Snes are. smo Sn eeoy MBHAASA » EQS) omy” MVS £8300, nen, weed Ms 30783, Lomo emrdstl, smooch een> der esrcqys § ol Brews hromeme. ol BHINA Q2DeA dmormajses. 29 Henaeleat oles. 29 RWADdees Wdlanrayas. wiv 813294 Lesson sixteen TEXT CHES ors leet law RIW2S PAGO s aOeree we urall dire. epaiias se aang Gln ama Hlse- BHhOs &>Q0), QUW2s Bema, SHEA aHNerblarwres Grenilsaam Ayer me) aloowrrd. oo sslk ate] Me Anvcim Ak Gr-ajslad cic.. 122 MEM QW @S) Bre eGov QCM ABSs MAMOM AVMHhBe BID jncorn 6a Seok Here. CE HATHA AGED edroosdslel. Msdaan MeGaigmags 19) Quang @haled OY ai@memadles asadles.. Brea dln adlaet >Re)’ Map alasrormanicons od ey Cy oat hee 6 aslo HQ or ine = Dot ALANS Omalomloengs a ee292 Lesson Sixteen Text creep en cong lod Aer » EAOD Me MILD> morsslaes tC Mlegesleb Alora 8 Circrmards Dalek door. 63. Hleyodles COD, aMaisvane aeglaynaians Bren des aNlasraM6 Srglénem aAores eo a diet emr@dlarseh Goal aire. Honk ot acs esles. anvend\ doom na sleep afiam gilele Meteo aa ales. moos) ado asr5\-aych acl wrdse. oF «RD alla MSPRMPNAM» = AG>@D_ dla OR MSSRARARION. SOM Ham atl atoSl alert DOVd6. ChB ord) ch Alenaldge a@emb anrilne aiig.. Anwsememrs:n| ehaalad A@-. anrw Sos 6a 225) ae’ bat> AABSS - erasers’) cot 15eT Lesson Sixteen 293 age toms, blah aaméneng. aAAAGM, GB. Eeors2 Qa amea OSS. Soobayjh ~POAQ Brbagjaias atel nigem or, lest Nor SdN\wanhManaadrbasch 12) Bread) dn, zj1GMe 13) ELIScho 9 d>SeadhOo Ss . Changé the phrases below as in the model. Medel: at(c> ore loes eJr0 aDEl> ~@srslepe 4) aisemessslacb Slam ehre DeAwBecaslnes BleldhoSeJr 2 CArSMATMM aASBSBalHoondagsre 4) aQvach, Bh? 2% NWEJ>¢ 53) Sleydlac Gramicisorn@Pjoo b) Detayjallaes wena wrslse3 G) 70 P S\AIMA AYA) MUNYA OB B)>0 DCEDAAC MEIIDMBsSleob elamedos ake 317295 Lesson Sixteen Exercises 3. Read the following making sure you understand the meaning. DY Aleence ae aManrens om? 22 Q)AR)> 2 3 4) Grae ? Anos” SX) ar(mea &Slamayes . Smock @neadlanaw 14) Megas gs A Gloen BMS) ~1eormndlet Ceajsah aAAMg. On ex argedleab A ertoae? aa@mnoe BATH! Held d0- : flomrab smb aor od) Emordnns - Broom co Blew Ov ema do . ernnerer? AUoSscrsleigs mbataa 2) alone? aficd\ aes ard) arab wrsley. 5) ond> Al rerk a) lene omleans ° BMlasme, SVE Ab Mlsroe doom. 6) wD stenailmes sale AQ) E)crmme crycdlarde drerne 5 ee eee 5 eee9 8) 4 Change the sentences below by adding af4A! The word to be emphasized is either underlined or followed by Q2(@o. 296 Lesson Sixteen Exercises Chuoaich mod ac 24) arglancrodl es. BWICRNwM ed E@rrate Hrtileage - Derraeslassck nAamgeare. xo) craiins ea ails” CBr C22” emock exadas Snr aass Axe. meow) sfleg. 6 ” \23.as in the models, Medel AE m2eb BB Exim caiverilay- SmI BH EnIMED QDOdlajss. Medel B. aa AlLDe Micrarn. By amilerwm Aimanss- Haei eaxr chyeleNnermne. erooch enaltars” corns blag: ANS : orn sean ‘pol tail f\s. ato chro. sash wet eos En Alors, om\ Om ~3HMe ar ales. ,8t9 .297 Lesson Sixteen Exercises % ep oerb Ar(me Bal dame. RR ae emo rain a> (De Advrg dor. ae ali Aleasngs, Aree ails gacn. ‘0. Grainck atlgek cong, gal Qerg. 5. Form proper phrases from the word pairs below by making the first word into an adjective as in A of the Reading Exercise. DaAQArAs »rlZemMe 2feHe 9 ArD)o MWeceMDomMe , Groh Cr )2 tre, lela Arsme, A1.ArTN md>a0\\ arJ6 a BmHe Br WV)Jo » dh 2&,)o298 Lesson Sixteen GRAMMAR NOTES 16.1. THE SPECIAL ADJECTIVE FORM or® . PINAL NOUNS. Many nouns in Malayalan.end in 0? . These come from Sanskrit. ‘Those which can be used in an attributive relationship with another noun form a kind of adjective for this purpose by dropping the final £0", his leaves the word ending in(@rQ which is the standard marker for adjectives in the language. Section A of the reading practice for this lesson contains a representative list of these adjectives. In some cases the adjective is very similar in meaning to, and could be replaced by, its noun in the possessive as in: 1. MeMD2M AldcomM dhvo state news" Cemdo>smnernlae) Alswrmdo ‘news of the state! In other cases, however» the two are quite different in meaning, c.f. 2. 10) PD Jo ‘a necessary matter’ Barayjoralack h2@Io ‘a matter relating to the necessity’ 16.2. THE SUBJECTLESS consrRUCTION wits CUCSdh . There are occasions when we wish to focus attention of the object of a verb, and where the subject is unimportant, or even immaterial. In English we use the so-called passive voice in such cases. "The house will be sold,” is much more to the point in certain situations than "they are going to sell the house." In such cases, putting the subject into the passive sentence, i.e. "... by them" would be both unnatural and distracting. Malayalam has a passive form much like our English passive which permits inclusion of the active subject, if desired, which will be described later (see 20.5).Lesson Sixteen Grammar Notes 16.3. THE usz or dho6rradh AS A SUBJECTLESS VERB. A construction similar to that described in 16.2 above may be formed with Gh2617@ dh . ‘the verb then has the sense of "to find' or, more properly stated 'to be found', instead of its meaning in normal active sentences of 'to see'. It, too, focuses on what would be the object of a transitive verb, but it does not require the auxiliary verh UCOS a - Tt is used only with the future/habitual ending . Qe and unlike the subjectless construction with C21@3d>> human. nouns do not show the accusative ending. Witness: i Bley Anan die -ODE}2 A@Meemley. chosme. ‘District news is found in all the newspapers,’ 2. M24 mas mA ale drremea?? ‘Will you (polite) be in the office tomorrow." This usage may also occur in the negative, c.f.: a AmyJeA SWHEJnom calgpled dnomdrsdlgy ‘ads are not (found) on the first page." ‘ + ‘ 16.4. THE SPECIAL possessive EnpInc -1V@3" FoR PLACEWORDS. Placenames and certain words denoting places have a special possessive fom ending in-"Ieye1” . In nost expressions only this special ending is permitted, though the regular possessive form ending in -1T or - DEVS” is sometimes also permitted. witness: LBchoScorhlnes a1gemMsendo ‘te cities of Kerala’ 2.Bmeacdloachlae momigr meso ‘the states of anerica' 2. Dobngyshlaes erate or SD rib gers Aaron ‘the president of India’300 Lesson Sixteen Grammar Notes This section describes a-construction which not only brings the object of a transitive verb into focus, but precludes any overt mention of the subject as well. It is formed by the past participle (conjunctive verbform) of the verb plus an appropriate form of the verb C23 dh acting as an auxiliary. It is CUCadh , of course, which carries the endings denoting tense and aspect. The construction commonly occurs with either the future/habitual £92’ ending and less commonly with the past or past perfect (see 17.3) showing habitual action in the past. Its subjectless nature prohibits verb endings such as the potential/intentive, the imperative, the permissive, etc. though the desiderative may occur in rare cases. Witness: Lialearled epeaslnrcrramaio wr alsl-z4 UW. ‘Regional news is printed in the newspapers.' 2.609 een) DBA =e, Uae. ‘the. job is being done thus.' 2. OAas heLpemovasads Mscres) aichleses - ‘Wedding feasts used to be held here.* Though this construction is mainly used for talking about things when animate objects are involved the reason for the name "subjectless construction" comes clear, for unlike the passive, the noun in focus retains the accusative ending which marks it as the direct object of the verb. Witness: ALB Ceol BAM AAB hong Vero. ‘Blephants are seen in Thekkady' (a game preserve). 823Lesson Sixteen Grammar Notes ! 16.5. aDDrse nG> +--283" 10 VERBFORMS. ¢ The discontinuous qualitier -nG3++-D BB” was discussed in 7.5 When an item is qualified in a restrictive u sense within a sentence containing a normal verb (not (@1Q)6N@ , Dorey’, or Base) the “9 BB” attaches directly to the end of the verb. When the verbform ends in oe ass ‘ > -© (present and some past forms), this)” arops and -DBS’ is added directly with no other change to the verbform itself. All other verbforms require some change in the form itself ome 232’ is added. If the original unrestricted sentence verb is an imperative or desiderative, its character- istic ending is replaced by £9 ap? to which f9a2e@”’ is then joined. If the original verb ending is potential/ intentive “Jo” “or the future/habitual De” + then it is replaced by the oe form, to which the joining device-C- is addea before -SD$3S3_ «section 3 of the Reading Practice for this lesson contains examples of pairs of sentences illustrating all three types just described. . ? Note that -a§++--QBBcannot be directly joinea to @ sentence whose verbform is emphatic (see 17.5) or a progres- sive (see 21.4). These must be embedded in a carrier thus: LGR air ldgemensemnYBB, Gore mggledrarcn. "He merely reads; he doesn't understand anything.’ 2. Emesavo rn Arscilaes eodlérdb emrdeveb Eno dy dh@s2aism erm YAS. , BAe AhowSlsac cies. ‘We're only going to look at saris in that shop, not to buy anything.' sieLesson Seventeen 302 ‘VOCABULARY 6AM de BQ>2 do efles aespersl Ostend agairh ine pete Se oe CBs a1>0 2b a3 th Lp- tense, ardor ¥ N21 Qh BW NS anda, wDiom anes Livst Collaqyuial (Shevt fovm) of Adhuo @ Hendu female name, a Hindu femle name Lote Pet era cc us. added & famola names dhesyrel vant QO town in a Soulkern Pere eee ee Lid, Complete. on ‘studied, used & ot Collogpial firm of mire 1 Yemembev as in Femihiar Version of Command farm of Haar. Familiar arm =f Gas together Lansthey farm of Yasterclar303 Lesson Seyenteen oi \ieto <\ PLA Last Kinse + Mavdlayl (Bg mHodt M2asomeam 1 dM) Gach [pst tinses Pte Led] age EE. SD : R ~ eA OVNCO aon\ as dhoemoere ong . Laem + Dong @sl AdmINg Wydh ens) oboe Vocabulary te think plural of Gyscrodonb, Hawa! tomevrow itself & kavik hatter Fol ot Kan thirty am seeing & buenos oa ney [elleqiet] bb Lhe 7 much,Lessen Seventeen 304 READING PRACTICE A. Note how @YO@, half past (for time), half, or plus one half, joins to the whole numbers. acd + SV org + Sr, ant +e ey + GD BM = OTR = Arno M221 = Bromma Bry + BD TBH 2gsgr + SIO BG3 ee of g + Ge TDS acta @ + ear Sab AIDE ata +Ene raomn @ auMiameat + Gro = rimMlamrne wey ory 4+ ND HaDOME DS B. Note how 6——'is added when plus one quarter, and plus three quarters, are joined to whole numbers. hoch, quarter past (for time) or Qéwowb, 45 minutes past (for time) or Bor SSbom Hhocsh sean qansch ore Deere Bircet memns Gdn aera? eam chrocrt Gem {err cnrey OH 2g24 tho mr2ees Gen> a onEy Ener eee ema) SH Corngndroest Correa QON> oBy? agegdnat AGOe Qorn> az agesdh> afieg Qin> ads” eanbtemdrnah — warble Gao dos meorndhoch at earn aearct aIBlannwy plerstamrecmcy rb miclamreonganrad as eH ore Men terséy exh ley eons Geinarrt o2awD Dele doa ALM BHO 7004 ge BomLesson Seventeen CONVERSATION ; Bam2e Berre SWASJo ANG o wren: 6@r¢a efler, lack alaidlact’ Eniawam> ? 6 eller: ageach al ayclack Cricos Herpemlouca for. era +: arejrer\ouga | ermscb Bw Catce” an cadlgoneges cfs: Blaiciohs cite’ alemomacent GAA: Nok Bra cry E07, 2 alors Erato afresl ass” asian nace’ emrannn, ele: Haydlaskh Qgaict eucs® oil. heLperdlsan aPomerd. Mea. DO maie 2G. QryP agac Qas naisrrmd naromsios acy nil. desporsloica atdlsflesan. eler : 25\e1 e-2tode cereascd Harm QW2W0 aMarh, Alasd. : Gras oH] ara Popo TQ. alesse af\acn esch dace germs afin ealocslag eile + BOMAS, Merk mas eadlanr.,‘Lesson Seventeen Conversation Toswrsde Wome GOS! Blaine elles: cormeca, Grecam , Amr Ha)o eotkangems afiach Clajqe eraaae aad) nidlason> — aralseacrad smrnac(agesled, cena. Brenaiode smock gemeel chlarelajes uscb\ad> ailracno- hr e1)> owe ahah GAS JAome Mea Qoob alom \oay aw ate QBmr: oo serts ceil) Gserd spalaamn. ele: Dads crass deomemanaa aA srerea,. BI: aDes) dae Bnrainc dhoesommmne. | HeperlVa aa masyrnam Dewnrs SMeriles - smocb! Qaoers” Me. eller: aNeas sais. wma moe, arailnes altar aes lass” alaydlam deri ones’. Oraidss Waa gnaseler ysl ans ong 2025 . Bras dy aHam mucdileay DBPLwer BSR + aH erect BP BRAN INS,2. 307 ‘Lesson Seventeen EXERCISES . Change the following commands to the familiar form as in the model. © Medel: eat sfleass @alrcl(és. 6a) ajlesrs g212a) aes, am 2a) sles. aw A% @S dyes BAIANV®S MH2QDJo Och Us (cis3,. 22 Mam dn org, SrA - | c2dlam Ati ord (853. 27 S9Y Del wae. ~aine MS . : ery oo gir aa Alb @s - AS nA wen’ i> Ws « Nr dy Comme CED LD NE BI leok ies. LL s ‘ ut Change the verbs in the following sentences to end in- COSTE or re eons2 2” . 4. emoeb hatinar anna chespom arnilerd BU orslanc. 2. Alay, ~Nach adr Aeiaroae elwraills atélanecns ?. B. Merl smb aoaymes ea dren? 4. aac 27 @ age) ogg 2s” salle. 5, erm ob om gaemr4 moan dels’ Grown. €atodldnre.3. 308 Lesson Seventeen Exercises & view! Aang os Barn AWShberramss2 Alea aendlaysms? % emanio am Wlela meena 2x32 dso, mlemado. icmean ? 8. smock creas ong acer Head ~News. 9. Aledo 7 em allebaaems? 10. asm) OMAB_ TR ACIQ2B AYWHe NANG, Ae, change the verbs in the sentences below to remote: past.as in Medel: ormocah Grevainre anew) at. ornsch BWMAMIAe and] sila. 1. ormebh Raat Blame Amy etrvorim’ Bry Dlvesres Sroowm, @Bo apa Asap. 2. D2 B, Gry AMaetapo Wen aye alge nim, RB PQA Mew eMAAlen Gry CsQrard Aion. t rege calm Qny m7. asatled Mod aa enim Aneel. 5. “cern aiae ormaeh Aten) symoers. 334309 Lesson Seventeen Exercises 6. smears afgjr3o ace Blaime Zz. OV BALM | CEB ead), Sra anmMas hylown ays HM CoalM Deve, 8. Blends aMeanss’ mm Claiove Menans aisles ataxwk atocrm, 9. SMe BrAUHe 7 P1AeA}. aces) 24" weal cheng. fo. AEAcdle oSlenk aati a drrQjo 4 07 Z1 {NZ sSme4 eahg. Read the following making sure you understand the meaning. 4, emoeb @rnilas eatroadleanm doa)Jo ol BAAICWMS wA1A eee ? 2. Emiwaiad mod gommemel algleh aiedns? Mmnei aundley. ony Rar asd acs alg\et Alma nemo ata Meas dy BIZaM QW>2 Ll Adh> at Rat? door mersme kdhgs Uo) V> eem> ? amen. fac aman cneadlanalee anv QW ene dort orm kato deamon’, eraseh a4\ 21200) ral fal bs Oa NN agar) oes AUBA® WelrnrMe.- nn ee —310 Lesson Seyenteen Exercises 5. raid CP SRAM ato @y nao’ os) ae emoemanled. BRAIN SRAM WASVETMEADD Ceara z grareh EH3RCES?- 6. erm atayob andlen aleme motley af\ars emo ms. OA > cera mem >. Erno cdhoves €G}>- % Oo ageansg GresnirGe e-aloclaaracn noble’ 27 GAlodle adodlag'? ern ah oso encs” Br ANP Bo ealodlaym, mo Beato Bod gaotley : 8. smoeh ata orm D> agai lesa dies am ales? ew? om ob. afyrmoch omoaoh atloewm @ eopasdd PrQ\wr 00 eagl? [BLmq, dort Qos) a2” afiaen Atom domme. g, earl ml sew mam esta Cr) os) afach, TRAN) Gslacnrang AIMB™Me. fo, hed) mA MEAGNs AhBr2rW>0 mang Bos Bremir BAe ald -aj\erm gk, 333aA. 311 Lesson Seventeen Exercises Match the English sentences from A. with their Malayalam equivalents in B. 1. She said she remembers me. ‘That .. occurred to John. I think he knows me. She said she remembered me. Had you seen him before this? : John is considering the matter. She ts coming here at 3:15. Have you ever seen him before? She widl come here at 3:15, I think I know him, v BIw2b% 68 aNnacm coral 2ONamMe C0w 2 CrraCTTD + ceroach «Geemarc amMlas gorilas crore org . BAI agam Arddés roared Graitk ~aAlosm, : oa) axles any eran arenas eess? 6 aprerb @y arog \ncoray wal al\arclay. ical oss BP W20S_ wAA) err MAW Emmoemans, 2“Alon any Gre BI IHDs_ aheviless gen ? emQ>omlod COD gansenl. e@nnivs ahaa ‘Ednamrn ea ato srrn,. wrcacd APemaroevh cierll eter’ wailas Uo, 334312 Lesson Seventeen 6. 2. 3. 4, Exercises Prepare written responses at home in Malayalam to the following. 4, nQ\S2> Breglees Vaden dheemocb on gjens com> 7 A esa de £09 Care mal23) anocb end) 3 ear? aleak Semaam Peet) ede 5 a2 ile at>? erclam 19] lea os ab) orn ICej2 Varsrd 2 . ergot. dhylown oH. read) anced bald wiareon >? Brailas ~Gsnemegjre ‘ASEM oA00 ers: | . Slanaw Bry ~Lladlet DH ONZE a17 IS Somers 2 raed Brainad, Gra Hors>d3on 222M? ~=BBaI1HAA4, 22h Dem dam €A2urwreem> (Bagot wo He CAE corset Gy las ancl anaadsgam AO CBBOS Caimhvs -NAEBA- Edrralach AHAB eyed aSlan de glen many? . Alesaud nem, aH. Argleverey eras 2 Sot Arh da ear ? aid) ay or glenn’ e@natvco 7~ON_ ANAYMAQrd alasalaaam ? 335Lesson Seventeen GRAMMAR NOTES 17.1, HALF AND QUARTER HOURS, AND OTHER PRECISE TIMES. Section 7.3 covers the asking and telling of time for exact hours only. Sections A, B, and C of this lessons Reading Practice give examples of 'halfpast', ‘quarter past', and ‘quarter till' the hours. 'Halfpast' is expressed by adding fern" ‘plus one half! to the number for the hour whiéh has already struck. Note that the final echo vowel 2 of the number 1 is lost in the joining (or sandhi). Thus: : lL Has STB "12:30, halfpast twelve’ ‘quarter past' the hour is expressed by adding - dh>cob ‘plus one quarter' to the number of the hour which has most recently struck. ‘Quarter to’ is expressed in terms of the Freceding’hour (not the upcoming hour as in English) by the addition of “acroceb? ‘plus three quarters'to the number for that hour. Note that in both these cases the final echo vowel of the number becom ze ales droceb’ Oo 3. DEEBAGeroesb “quarter to three, 7 Any such expression may be fllowed by SrA) when telling the present time, or by acm] ess” when giving the time at which something will take place. a ‘Quarter past eight, 9:15! More precise times may be given in one of several ways. In giving train and bus times as well as radio program times, precise times tend to be given as in English simply by tacking the number indicating the minutes onto that indicating the hour, The resulting compound number may take a dative314 Lesson Seventeen Grammar Notes ending, with no need for as) acs , in stating the time at which something happens, Witness: 4. ScD Qdor\wem! "10:35" 5. CDQ ateomlerdy | tat 6:20" 6. nto lecncg” BO bate acrs "17:53, ise. 5:53 p.m.' In giving the present time, two other conventions are in general use. The adverb dr) srenq” ‘after, past’ is often inserted between the hour and the minutes, c.f.: Slevorey’ Maseray’ dlenlg cers TE@MbrAAD AGO ser teorAaeny’ alnlg meal. . "It's twenty-five past nine.’ When it is close to the succeeding hour, the number for the upcoming hour is expressed in the dative, with the number of minutes stated along with Q6vg . alternatively, the infinitive verbform Gyo) dhocrb may be used instead of the dative ending. thus: alan : a.Cremies! om alnlq Dery. y CREO ea ding’ org. "It's tex minutes to five.’ é . - & ° Note that “@Dee,. = dhicah, sod ~Qdisoab are also used with other measures, Witness: s.@erse dileeis Sno) ‘two and a half kilos of meat! 1.MeeIQdmocwb oS) ‘four and three quarter fect" 11. Becmanresh deen alacd ‘one and a quarter kilometers’ 17.2. ORDINAL OR ADJECTIVAL FORMS OF THE NUMBERS, The adjectival forms of the numbers are made by adding the 337Lesson Seventeen Grammar wotes suffix “-)OO COW” to the number in question. Wote that the final echo vowel of the number is lost. In some cases, the short form“-e? is used instead, particularly with ‘class', "lesson', and a few other words. Witness: LAM2aaw=m alls’ smmesgesmoensd. ‘The third house is ours.! 2M Ua sseiM. P> Wer sles. ‘Little sister is (studying) in ninth class.’ These adjectives, like most others, are made into pronouns by adding “Bg.” Note that the final vowel of the adjective ending’-2QACoYY” becomes long. Thu 3. QETR2ABANGDY gyondenY. "The second one is nice." 4. BIompacamnay’ caflayesamrers. ‘The fifth one is Ravi's." Purther, the adjectival forms of the numbers cannot be used as is to show the sequence in which things will be done. They must be made into nouns, followed by the adverb marker 1 OU (see 22.5). With ser) 0 the £@ragu’” is added onto theo’ form and forms with “2QO\CONSY’ are not used. Witness: 5, ADaDHleny reread) Womdbldvre « ‘James will speak fourth." 6. 621-24) dae Somama) mls@yooul- ‘Older sister passed first in her class.’ 17.3. THE REMOTE PAST VERBFORM. The remote past verbform is made up of the conjunctive verbform (past participle) plus Derr , the past form of Ddlosson which here 33g_316 Lesson Seventeen Grammar Notes acts as an auxiliary verb. The spelling changes which occur in the final syllable of the conjunctive verbform when SD@3cr1D is added are exactly the same as those which apply when ‘ag , is joined to form the present perfect verbform (see 13.2). That is: A. Conjunctive verbforms ending in “9” drop it. Example: Mandl (RCN ‘lived, had lived, used to live’ B. ‘Those ending in 0” take -GU-as a joining device. example: (85 Sle wane ‘entered, had entered.' C. A couple of irregular verbs loose thy* ‘ixal - 9D”. Example: Gal2GH\evscrra ‘went, ad gone.! In English the remote past is clearly distinguished from the simple past in that it can only be used to show that something occurred prior to another event ju the past that has already been stated or suggested in the previous discourse. In Malayalam, the remote past may be used simply to report a past event, without any reference to any other event in the past which it predates. Thus it is often interchangeable with the simple past in reporting events and its use only signifies that the reported event took place some time ago rather than in the immediate past. Witness: 1. Groh CErPBIEINS [BAS anny 10l-Lleaer. ‘x studied with him in high school. 339Lecson Seventeen Grammar Notes 2. CTemb Barges (4501 AnaNggeler tla}. 'r studied with him in high school (fairly recently) .' Note that the remote past is sometimes used to refer to rather extended events in the distant past. Witness: 2.6Neas AMAIMAMmea Loa, cman flav. ‘We used to live in @rivandrum.' True habitual action in past time is most commonly shown with the future/nabitual “eending plus BmSlescra as int: 4.Qowaiedh Cem Ens etleod Aglleom. ‘Madhavan used to eat in that hotel.' ‘The verbs Qe and Corner have no separate renote past forms, they useS) erg zahlcwsne and BID) coscra respectively for both simple and remote past. You can now recognize that both of these forms are actually remote past in that they are made up of the conjunctive verbforms Os13208) and BVA) plus SOMA respectivety. 17.4. FAMILIAR AND FORMAL COMMANDS. The polite command form made by adding £0" to the present stem of the verb was covered in 3.4. This lesson's conversation contains examples of the familiar command form made by adding the echo vowel {D't0 the present stem. Whereas polite command ¢omms assume the use of the pronoun CHISBROs —, familiar command forms are used only with those persons with whom the pronoun or) is permitted. In modern Kerala life, there is a tendency to expand the territory of leerdo ana its corresponding polite command forms and to restrict that of and, hence, of its corresponding familiar command318 Lesson Seventeen Grammar Notes forms (see 1.6). Nevertheless, fl is still generally used for younger siblings and for one's own children, but decreasingiy for others who are clearly inferior in age or social status. It is probably safer not to use them with servants, especially adult ones, though many Keralites still do. All of the familiar command forms are regular except for @ few very common verbs that have special short forms, e.g. 1 aQaiias alo. "Come here.' 2. GRMB2WN|S (GZS Wnt. 'Go with him.' 3. aSOeo GDE6GR2¥*s, CHI. — ‘Give the newspaper heze, i.e. to me’. : Complex verbs made fron C113 dh and Gal? drach also show these forms as in: 4.COOrR, 9-48) O\dhooNZQI>- "Bring two coffees." 5.809 eal Odhrengzeat>- "Take away these plates.' t ‘These familiar commands are often used along with the particlenQ@)S> for male or G1 for female addressees. This, toc is limited to persons with whom ol is permitted. It may be used to call to someone to get his attention as ‘hey', or it may be added to the end of any sentence as a marker of the intimate and/or superior relationship which exists between the speaker and the addressee. It can, therefore, carry a full range of possible meanings from endearment to derogation. Here are some examples with familiar commands: 6. SracBlas socblans).. (you fem.) 'Sit down there." 7.EAIWMe TISMdy Sd... (you Masc.) ‘Walk fast.' 344Lesson Seyenteen Grammar Notes With a few verbs, the actual verb stem is sometimes used as a familiar command as well as the more usual form. Cases in point are SD6\ fiszdh and NSAI . witness these alternatives to Examples 6 and 7 (withoutaQ)S>). ‘ 8. Craglas 0) ‘sit there." % BAIN. MS ‘Walk fast.! of A very formal command form is made from the past st the verb plus~2e” + This results in forms which @ppear identical to the present conditional verbforms treated in 14.2. There is no confusion, however, for the conditional always occurs in the middle of a complex sentence, while the formal command form always appears at the very end of a simple (one clause) sentence. These command forms were traditionally used with persons of very high status and are coming to be regarded as somewhat archaic and artificial today. Weverthe- less, you may come across them in reading or in very formal situations, Here are some examples of typical usages: 1. Updlhs Gorilas Sonmaemroeye. ‘Lord (master), please sit’ here." a. Olean) CUI eho. ‘Would your holiness please come in' (to a bishop). The desiderative verbform is quite.often used as a command, more or less equivalent to the polite command form in Qo ’, It is sometimes used in situations where the speaker is somewhat superior to the addressee as a boss to an employee, a government officer to a clerk, or the like. Witness: 342320 Lesson Seventeen Grammar Notes 12, BWU2B2_ N29 cmb aAln@eme- ‘vell him to come tomorrow." ‘These desideratives, need'ess to say, have the nominative rather than the dative subject, though it is usually omitted. The corresponding negatives of these desiderative command forms are, not surprisingly, formed with ~ OTS ” + The formal command form has no negative, and familiar negative comands are covered in 19.2 and polite ones‘ in 18.5. ‘ ve 17.5. THE EMPHATIC PRESENT VERBFORM WITH ane “ws A present tense verbform may be made emphatic by adding “Qa . Note that the final §) of the ending drops when = DETR ” is added. One very specific use of thie form is to give a contrary answer to a negative question (see 5.5) as in: L AEE Or Wimla demon Salaam. oS} caceacrslegy? ‘We're going to see « movie. Do you want to come?’ (literally, aren't you coming) B. 63>, EYE AITRCMDENS, "Yee, T do.! It can also be used whenever one wants to lay some stress on the fact that something is being done, or is about to be done in the immediate future, Witness: 2. EMBED MIA ABrWleeldsy Calodsereengs ‘We'ze going to Madras tomorrow.' 3. VG smmesrbdss esr Qevsrxdacmens. ‘Mother is making dosas for us.' The emphatic form is also frequently used in questions, as in: 3843Lesson Seyenteen Grammar Notes 4. Bare Wecrtdo ~idlassme ecres? ‘Is he studying now?! Note that Example 4 can either mean, ‘is he doing his homework at the moment', or 'is he enrolled in a course of some kind'. 344322 Lesson Eighteen VOCABULARY 4 Aew)e middle, in between cruicp| Qe! Tmo > ax) on Re woeng Lmainly Sn) Be sti: more, Move ersle\eia uve a Cinema house, Movie Reater 20 one dewetstl slope as daft Pseomr7gSs which ts te Te dabte Ladjectived acs way, poth, yvood aighes dlany Ke “vooud restegeenty "0: aDbesrur furlong @ distance of ip® of o mid] AND dd fe oxvave, b veoh Lpast tinse: crore : CSTD AGH in all, AEoge tier wr egy? quaskion , Used Ts mete a staliment Ants arhetorcceal questony isht. Lb vight ? er Sl anracy Without Rnow ing 3845Lesson Eighteen . alas SaloUenrerd crc RI rl omey aleberwnrerd L232p adh> at al q ass| Lmasce. AsannhI dress ar past kinse: cygsl lod am: tae 6\ dy> cos) cH Bp Ga mapd age caldlayar Ngpawm 346 Vocabulary gust happaned to sé log Ave [takes abject G, feraiven Rens? veoh abis H fuxle Castanea oO Lik Smack at Lk fel, techut, & Agceive inkinkonal Lag exrness CU Gralh, greedy a feminine name Yeadtness vaght & tum Lintransttvd Without [ negalive ParGecple of LogLesson Eighteen 324 READING PRACTICE . Geer? Note how ~2C) joins to verb stems to form the negative participle, dhrosm2acn aid) dno Noy d2len2 nay Sadr dr? NV) Bdh th in 20) Ban d\dinr oc Awan NaI QyAM assed BINT eadlaman sgl amoncn : Ayeg 2s 2 Ow Note now (Q)’joins to preceding consonants in these examples. AUI+Q) =U! m += DS @+qv= 3) @+r+a.se QI +s e4) ara = Od) OOr WD ary) ant Q) = 2) M+ + QV = OYJ as un SDebeuy) os an ore aclenyye as in BD BJO} as in 8>€O) os in ches)? ome as in (Bred CVR,)> DAVY Jo as in rand Jo én WA) aI QY Me ae AY 2D, \ 4 clans, c. ncte how“t?4oins to preceding consonants in these examples. ma =D as tn SH(MnMe 7 as tn etsaad\eh asin 2G Ll MIF HED S+9 MEA = ata = TUE A gaiFFG% as im ore ICay sco as tn @Apr2Qem e.ogcb as as in Bre le) in 347Lesson Eighteen estes Aleit: elles: alait 3 eile: Nad: eflea: gla: CONVERSATION aes allgleeiaes - arrglacey) D ‘lao UB AD BCBVons> 7 63, lai. corn ov ledlasus2es herslegy? Gore dyleng’ aa Da anger. Madore dglooes Mseewsg2s aigle org adder’ Msom ocak Adlets eNBDe. efes atoremns’ alt Aas atligleeraes’ @mad) amg aD 22010 aon 63 7 Alas, mot mrdlaracny adem, Ca vaamroen’. dYAldNEMes. GHA ADM, ele MB} aOdbelroun ot Q2aee.- Cre € 23200 adn> aidlsae) aMnaawny yo) 25\ ai - \ : ys 62, Dl—ajd! ormoob Gong ya DaA1IQ Pe). Gr Ga dss Q ajdlam dyeminh ae admlelonsmem) 7 afler\ dre M&A deem at ceslca BOW ~NQang’. Geng, sracch MsBM2002 STM MB2wWenr. 348326 Lesson Eighteen EXERCISES 1. Change the verbs to negative commands in the following sentences as in the model. Medel: ra aglewb MaQ ona gaglesd ABAZACH « leads eeailos Baths. mage gooilas acleeg. AAes SH aj mstre Or Siles . eares!, ol p22) bs Ses. Sr eadoneleds orn adios. Bales’ cremy CB~1l Ado sew. Caine msg, Br eB En? (HH ~ erons alsi@s- ‘, ol exw o=atQy. 2. Fill in the blanks with the negative participle of the verb in parenthesis as in the model. Medel: agacn ———Sm™ab Ealodadradles. \ TAM) Gach] agacm BU ldo ac om) Gato docmalgs. id. enrrdleens$” Bromus Se hoa . ’aledlan dl a 2 wraslas Endorse alghrailey Brad’ 3. Balen? —_ met aimacmles. L mylayoy Penryn rs ANE 22 aAladleot 349oe 327 Lesson Eighteen Exercises A. RA —— smb olla drensab Cuwrdroiley. Loaicr dt B OP €nasos —— m?7Qy dlgacsles, Loy 2125) dss] b. @y eea225) A@goreh —_ rm Mn ass aieme 2 coy ancl. Tai atchy % gang’ —__ miggilek mame leasl aaa] & éo2h) on) @e)aL| miler PRT cwraid atlas etjrome ons oa A adley. L-Nea a] + Br Oo? €B25°—— om aah Aenea os? HUdléea dle}. £AUdl daa] + Change the negative questions below to positive statements lel. as in the mode Medel: @drirmiabesocd anogne 3 CahwIasoh woh Ow? G.Srerrds L. ol noe aatlaes DG 2ENE UMOQoms aac egy 2 a. 2. &M odlebaed’ wapenilaeh erro a awn aaicly aigldleey 2 3. Dy UE@. tgleown arm Zicdloes amegs ? 359328 Leesen Eighteen “Exercises hb. ER QaSlest con omy 6-4) 66d? 5 agin SOabldles Qnj ace sais ay rabaslegg ? 6. emo 9 eramla) Hd) ngym egy ? aE crdleh aciaisaciley atamy)@atr BrP 2} Sah 2173 dh Blegd ? & sallge? cb was ar arog annack wales) ? ; 4 cong ns ean crniink Sle! sooty : ng aot eylasladlennss sonlegy? la emmajas Gas -2iaaces) dnyglacdhalegi . Draw a map depicting the route described in the conversation below. Label the landmarks in Malayalam. Hi ea: Daittas ney Ethos e-Orgeile ead ba1> daom aucg) aGBanrerd 7? macd: go” cugless eacea ab elon’ msanad BOR aSOe Saclay’ dyer, 7 RA+ BOD AIS Aenea Ga Irs re GS 2 vu vu mach; @roea + Boe Heglerworey secon hss coy ug) Proomes. Grrmlones rs adden Msamek ac aadlo Bomiesto Pvrernre . Gramieio cSlerornl mea cimeaman! anlelalsmeailac 3545. 329 Lesson Eighteen Exercises = Ben are aadbelrouY Msmoaah v3B u BAI? aD oSlreb N32 ~Newwe. Gat? 22S lack MaAa@ anam on” CHO)? C2 O7Sceh. Put the following into Malayalam. 1. “How much further is it to the movie theater?" ‘What's the matter, do you want to stop for a little while?" "I don't want to stop, let's go." 2, He does everything without thinking. 3. You know the doctor who lives near: your.house, didn't he live in Madras previously? 4. They arrived at quarter to eleven. 5. It's impossible to teach him; he doesn't want to learn anything. e 6. "What I said was that from home the market is one mile; didn't you hear?" "What I heard was half a mile." Prepare written Malayalam responses to the following. LBD Cys29M aNew eaisme ? 2. weecisds aire) aaslaadlegy? 3. Sl\esats emasicran ovrclam anerd|s, eorrs> ? A Mges angclaily apmos ancaflet A&rgdneme ? . 5. aNewlmnserd ml Greaien? Br7D_ dasemay 2 AN a1) Baracy aide, Sar arcmresm> ? 6. ow) Acme regex) Beg ? MoOMr Ajo, ngs maial egy? Fe D9 onryact gat ailayesomond, Henk 3 droomeaile}: ~nailnsanasmart’ endlaveat Bong wicflags aM anclanvon’ 9 352330 Lesson Eighteen 1 Exercises q. Ser0 BG] arc Bal hem, SA WOME Nan as’ QOS rcheH asm e8} heaeae aiwale BRM} UA? Bond 7? Om AS Slob nanevg €—v choos? 4o,331 Lesson Eighteen GRAMMAR NOTES ee 18.1, THE CO“LOQUIAL LOCATIVE ENDING ~afj}, This lesson's conversation contains two examples of a special short locative ending “a G3or nf)”. 1. Bean) ‘in the middle! (short for ACL cores 2. auger ‘on, along the road' (anor for UG lcok ) Only a few items permit this ending, and those which do also i ee , take the more regular locative form with - or “SD . ‘These special forms are limited to colloquial speech only, jut they may optionally be used in all of the functions that locative nouns serve including ‘that of the destination of verbs of motion (see 7. ). Witness: 3. BO muesconlevh wdlatayes chs eorclereas? "Do you know the shop near the temple?" 1.2, HOW TO TELL YOUR LEFT HAND FROM YOUR RIGHT. The basic adjectives for 'right' and ‘left' can be seen in the following: 1. OSD ANA "left hand' 2. UWeID Nad ‘right hand! They are also used in expressions such a: 2. DSH Angaglesd Yon the left (hand) 4. MAD arma’ Yon the right side This lesson's conversation contains the complex expression: 5. Dseamagas aighead ‘along the road going to the left! You can recognize Osa" as the adjective ‘left! and332 Lesson Eighteen Grammar Notes {9a9" as the marker of a relative clause (see 14.4). The : unknown elenent in the midate, © @-D 3 7. | as a formant Meaning-'in the direction of'. It never stands alone, but it is aso found in the trio 9D 6B” tin this direction’, this way', (GTOGCSS2S tin that direction, that way', and aG\Ecra2g tin which direction, which way' {see Reference List in Lesson Two). - The difference between.the right and left hand is of tremendous cultural significance in India, Traditionally one eats with the right hand rather than with implements. The left hand is kept completely apart from one's food because, being used for toilet functions, it is ritually polluting, even though washing is strictly observed. It is for this reason, too, that‘things are given and received with the right hand only wherever possible:, Also related to the concept of ritual Pollution are Indian bathing customs.’ According to these, no part of the body is put into a container of water to be washed. Instead, water is dipped out of a.bueket in a small vessel and poured over the particular part of the anatomy to be washed. Hindus, _ in whose religion these concepts of pollution are highly defined, will also protect themselves against the pollution of a drinking vessel or a cold drink bottle by deftly pouring the contents into the mouth without ever touching the lips to the container. \ 18.3. USING THE NAME ASA TERM OF ADDRESS. This lesson's conversation contains the sentence:Lesson Eighteen Grammar Notes 1. eSle: inewrngy. -~----- aqiemeg}? "Didn't you say... ... ?' (literally, isn't it ... that Leela said.) ' Here the teacher is speaking directly to Leela, but. following the common convention in Malayalau of using the personal name as a term of address in place of the pronoun C6BY3Up or ors) + Here are a few other examples to sensitize you to this usage: 2. W2Alank Aadrgl mclosacmgy’ agicrarsen'? ‘What's that in your (polite) hand?’ (literally, in the gentleman's hand}. Sl-aydlears? Galo tiemear? a ‘Do you want to go,-teacher?! 18.4, THE NEGATIVE CONJUNCTIVE VERBFORM, The use of tha ” conjunctive verbform as a means of joining two sentences into a single complex sentence was treated in 13.3. Section 13.2 shows how the positive conjunctive verbform is made from the past stem of the verb plus the echo vowel ‘9’ where the verb ends in = 9)”, or ty @ "zero" ending, 1.0, no change, when the past form ends in Joe + The positive conjunctive is only used when the verb in the first of the two sentences to be conjoined is a positive verbform of some kind. It is also possible toconjoin two sentences when the verb in the first is a negative. This requires the negative conjunctive verbform which is made from the present verbstem Plus the ending 9 66)". whereas the positive conjunctive accounts for concepts which in English are handled by ‘and’,334 Lesson Eighteen Grammar Notes “before', and 'zfter', the negative conjunctive is used for concapts wich English tenders as 'without', 'not', '‘unle: and so on. Witness: 1. dadlaned ema. yg hasan eyes ental. ‘The children went to school without eating a thing.’ aH arm dmemacm weninb ale ala. ‘Not seeing me he was worried.' . 7 2Ularails, Adlgn2000 al idles nlmpodadralllgy. "You won't pass the exam unless you have studied well." The negative verbfoms GG} , SOG) , and 6O216NE nay att take“? , wut only SEW AH is a conjunctive. witness:~ 1. Slang’ nearshlegyrac orks tasers. ‘Don't enter the bus unless you have (your) ticket in (your) hand.* The form BrrGI2 1) is a postposition meaning ‘other than’ ” (see appendix D). The form GCUETYS>61 ~— serves as a baseform, as all forms in 6VCH)? do, for negative e 19,5). adjectival clauses and noun phrases 18.5, POLITE NEGATIVE COMMANDS. Besides serving as: ‘the negative conjunctive, yerbforms ending in eeovare also used as polite negative commands. They are roughly equal in tone to positive commands formed with ton'%ece 3.4), and are mostly used when someone is already engaged in’ the act being forbidden. Section A of the Reading Practice for this lesson has a list of these forms. There are no irregulars. Exercise 1 of this leuson provides ample examples: 357Lesson Eighteen Grammar Notes 18.6. COMPOUND VERBS SHOWING UNINTENTIONAL INVOLVEMENT. A transitive verb may form a compound with @nI>dtadh signifying that the action of the verb took place without the willful participation of the subject. For example, this lesson’s conversation contains the sentence: 1. Dad smo erdlevawm “ems lWenrens. ‘Oh teacher, I just said (that)' (without meaning to). We often convey this meaning in English by using a psuedo passive construction with 'got', leaving the subject unspecified. Witness: 2. ACEI Oer>-2d dss lare dood) Adhagamerrs. "Don't give that small child coffee.' 2 BREGP, SMIab Ndr CH atowVegj>. ‘oh oh, I gave him some without realizing." It will be remembered (see 11.3) that when intransitive verbs form a compound with @at>dadh , it denotes completion of tha action of the verb. . : 18.7, EQUATIONAL AND CLEFT SENTENCES Wire -ODBD2SS’, It will be remembered that the predicate of an equational sentence in Malayalam must be a noun, not an adjective. Therefore, when possessive adjectives (see 9.1) and the few real adjectives in the languags #orm the predicate on an equative sentence, they must add ‘orgy ? nefore the copula Bryer , Or any other form of the verb (YQ drsdh : Similarly, words,phrases, or clauses, made into adjectives by the addition of $6) €5$3” (see 14.4) must also be made into noun phrases by the addition of “(&To Ss 7 in such cases. Witness: - 855 a(336 Lesson Eighteen Grammar Notes Letts Algla Abam cnem>UABsmend. ‘The news I have just received is a happy one.' 2.29 maodlads Q(Grnblas Manga mrerd. "These saris are from Madras.' 5 al 3 3. 89 enndleals atélat25] dglans aqlqasenene. "This radio program is about sports.' 4. D9 dhocl ABVW2»MBAMED, ‘This coffee is to be thrown out.' c y Note that only nouns are required to take (283s? Postpositions and infinitives may occur without it. Thus, Examples 2-4 may be alternatively rendered: 5. D9 AMr2e\lhdo AG Mansons. ‘These saris are from Madras.' 6. 229 Eardtea> Adlets] drelnags.c4 Alesrens, ‘This radio program is about sports.' 7,299 én) ABBW2M> ore. ‘This coffee is to be thrown out.' When a sentence containing such a phrase is clefted so as to stress the item which has been made into an adjectival clause (or relative clause), then C@YB)6Y1) is interposed between that item and © 22338”. This accounts for the example in this lesson's conversation: 2B NG ADM CerAleat Mey Neder OBB. "In all it is really of four furlongs." ‘The normal order would, of course, be: SCA repels M24 aAbevat ] Bmore. '.e. it is four furlongs.! en - 859Lesson Eighteen Grammar Notes 18.8. RHETORICAL QUESTIONS AS EMPHATIC STATEMENTS, This lesson's conversation contains the sentence: L.GRDGE! flajlam doemob nf\a, Adoalaraemera! ‘Mother is so eager to see you!' (literally, do you know how eager mother is to see you). This question is unusual in two ways. -Firstly, it is a question in form only. Functionally, it is making an emphatic statement. Secondly, as is common with this kind of rhetorical question, the main verb of the sentence cerAlev2ea> ‘do you know’ is omitted, and the question marker is attached to the quotative marker aNd which ends the sentence. This further proves that this is an embedded sentence within a carrier sentence (the deletes @WAlRIr~@@I ) since a question word, which marks an information type question, and a the question marker ~@—)" , which marks a yes/no question, cannot occur within the same clause. The question word is generally Nas + but the tense of the verb varies according to the circumstances, c.f.: 2.6NETIAOYS WH —MNaD owarslracmens | ‘What, a fun trip we had!’ e a 2. DAld Mao lawl dlarsaaeam! ‘It must be very costly.’ These questions take a special intonation pattern, with the pitch rising to a high level after Oo , then falling only to a medium pitch with a level contour on the final syllable -@(M2 . ‘he final syllable is also somewhat stressed.338 Lesson Eighteen Grammar Notes This type of rhetorical question conveys what the speaker feels is new information to the addressee, i.e. pointing out sc: -thing which he is not aware of, but the speaker is, This sicuation contrasts to that where the speaker supposes that the listener also shares his view. In these cases, an exclamation takes the form of a statement with -@GG J? . witness: 6 OANen® cucilas rSleredoomery>! ‘This is so high priced’ (isn't it). This could either be used to a fellow shopper, or to the shopkeeper whom, one would assume, also realizes how elevated his prices are.Lesson Nineteen ‘VOCABULARY Q@enggr Manager abpert Peon bnrcilsl sacneuscilecne Rave C youd bean parleSlcl Outside, Ouk of daors | Ole aes’ Crowd, pressure Carlos Ss. which fas /have pressuxve of work Ca1> chewagey Cyou) must ne go> 4 dork go. ules os ah t be Fungey Dwi CR tneseilverrd ate auapceinperno Ags Do Someth Dsadln s periodic ove larly Dneah te ge out, to descend, Lpast fence : Son665\I pa Efe Calo croagers te be in the habit oF gotrs, 80) Graemcarvo a Ailferent yeasen Levergtimey d>2@EMe YeasonLesson Nineteen eer Arowdo aa a BICwr cD Dého ore aiiluaterss BLAS, -Orlesd hapewasre? asl aslaatk ass Aslan ene] 2iaberb asla» ome APraM7WV2eho om) Ro Qmab Vocabulary Lam Te one whe a a Is tht sol [sarcastic] a diffevert showy Leach timey because of not ---- faith, belief EZ fave Pacth an him laziness Qozy Fellew fany person [feminine] you) are lazy, Twith dative subject} veluctant, unwidling, to do work[with Ackive subject] Arnon hows > bh Ong case From row on 363Lesson Nineteen BOGS Hilo QdAdn Cast 24) WneI, ArL.Adh Vocabulary . Otherwise. te change, Civanecteue] by transfer oMorlod? Slane 2 I with Reve te MIDele BreQorsenr05] transfer you ONC ouness ArAcarecn please dent tensfer [ne] [connctas Pleading Oa1Q)y>ea (tJ will de Ceomnetis submiss iveness | (Jarome def fcculty : 364F 342 Lesson Nineteen READING PRACTICE Note how the noun @BAdo 'peopie! may be replaced in the follow- ing phrases by the plural relative pronoun @@Ald"those who". 1 12D Aélagaom SHSambo 242 aaslaaemasd 2 omailailet titdaon emaands Aa Sleek eapdsoncucd 3B. dheyyome frglay Corp Seid dexpome dheglaicscd he @nDroe ayebl a2flat Corey ge cris Sanne 2X) Mapard 5. avodlam P2eemMemn nam ae_ SI BSNo andlam dhoomem Naoanss oth Note how the nouns referring to male and female persons may be replacec in the following phrases by the singular relative pronouns@tnimbana G0 respectively. Note that respected female persons take the plural pronoun @@Meb. 1, 6B2U% SAdrrergacn miayoh 5 Cru Adyeng{aannas 2. Brainwas alls eanrerl O=ID, ob). ereameas ailglet egpresl Nat ayaioo 3. omemas. aidlailaam aaj. STON OBA VSS ata] Slaaomeascs A. bod} x Adhoows, Bai2 doom ass Cal GQ? AdhrerQerdamaiotLesson Nineteen ae CONVERSATION Se aSlaslae: acs os Baemoab mod - arerngged mach moad - godad Eman = agyert Caen: ecmagew » Mle sHallas Cat2DI!o B53 AQ» Slasarva f Cemoamy: AAQIE Am aaigldlcl etaren> MIB. 6QeMod + sailas Bry -Llorsleot UZA Grlane esresl NalQyorrensegy> . D2 O@2eo Cd rellawtloan ea maacssalab Alerade ork Sreranadiggoacn oaigilalst y Pahoa en ornrerh leven) Slee ? Emam, ¢ adler om|s" ASBIDe arr reg] sya Batam. oven. omad = rar Ssaalas Dssaamn Doel Ca trhoeQens aw2e0. Bey cegretlay, ataydhailey.-Macmeleys taped) HABbRMSS Mana DESMAN 2Ad dreemsesta alosrmay AAS) Sileab Crt dye. alam omomey CEpreilnagy>s nalegese. 365— Z =344 Lesson Nineteen Conversation emoamy: 02> lam! 2% mmramb sad 5 ain amey vaclved mod, @ranbar afin 2 Yd lgs:0m@_semreng’ Dewaam Mmee> Mo chs alncymmseni Baemmb s moaih wacgenad udlerdl as SWING aMed) ee ablualroa gens’, Alanis macsam cera 6) eebe MABs AGAMe HSBAms.- o\ wath oa? eared A-2IgQloob asl anneman @om2 cram £8) + emamp: crea! dey ovrd, ana) av an Aslaje Wad. aMNes?Ge eared Naragyrorh megjoarernr”. Cermak 2 Aah, Ereramadse) anrloss” , Carmen. -Berarseje Dvilsy.qaet egpre!] Aaleglrsaaadn vockencills MAW Aslgleme. Grnglerleat ADM ge? ABN WMMEle DEH sesmra) Qicwre. ermramy 1 Grea aren!) agaen § Ded. aAcwrem ! sro a4) So afed> > Nee welendls O23 3)>¢al - 367345, Lesson Nineteen EXERCISES 1. Change the following to nega‘:ive commands as in the model. Medel: of] Maillns Wdlenene. ofl oalas Solos a) goalles aclénere. Eq we alias Dclancas. a Alene weallas @ristiema. 2 @mNb Gre s_alaiers. A) a Meck emscm” acs. Ke pAB\eb ary dom) orasesrs AtAQAamMe- 5 andes, Alesis worleyze BOUND dem ens. & wlem , om) CRAAAYNS Aad gyleoh Calas ateme irsers| (sy. #% Greed, arcgar droa@jesrts sieve God aners, & gQseamrgss. eucglatlees axa? ailet louse, 9. aes, ol Brainm 29 ang doen’) Gites « : 10- re DWIwW@ Bere Adhhrogdmens. 2. A. Change the complex verbal adjectives in the phrases below te simple verbal adjectives as in the model. Medel: srmoeb cher! SS WIE BRNBxrO onesads ews) le)- Arb Mors NI eweERne27e. On lesads horsey. 388 =346 Lesson Nineteen Exercises L@eaaree aidleiigas tdladco wy PAMPe arirchlasoobh Ams a>re 2 SMrek Brand dey Nhegen1ges aon Dam Mmmaaci erarzio alos. 3. emo BD Baae naigilgss PrQVjGAOB S>° aemegd ds wo -Uarvww. 4. ernach Gre €acel Scrat Alas aMeach Bada” .Nerlalgas Aamodios g}re era arcdlal. B. Combine the two sentences in the pairs below using a locative plus ~2 SS as in the model. “Medel Grp Qtablut ated hemi Derg’. Beat Wess Oh2enz AG3- arp ancsless PEWS 6g Orr, Ue- 1. B® WlsSlarur.ecicileh led rn BaWo Dore. Srvaicich 1BQ baled Chaslanren’. 2. BD SyDloSleb acs Rodan’ Dork’. SIV? Bas NNcraleh 7m rae Adhr*gZIN EM. 3. amarans ONhailel aos asmrchs Borg woes! amerkanrwlol dee. 4, agack at\ ach Qriiet Sb ucslad dst. GoW aes oommlens Boy ord. a347 Lesson Nineteen Exercises €. Rewrite the sentences below changing the noun phrases which are underlined to include - 2932 as in the model. Medal: Gm Derildns ord ladleg) 7 SM Dorilyss gs Grdslees? 4. Gdroglednrg” aay ciciles Dagaiatseme rn ore, : 5 : 2 os OH AD B® AAW Q20re 5 3. aMietlass’ ces cemaua\ oases =A) BRAD cormlemrsg? Br Weer lense. 4, cy Aveaomrea Manan ehea>, sro Qe ae eng{now|. + A. Make cleft sentences from the following by nominalizing the desiderative verbforms ari adding the copula as in the model. Medel: of) aeado Gra, N2iQjon.. 4) eats VAD Nal egporsamen. 1. 2@ @roailnas @a12>hemHBaQaw BMS. along. 2 SoMarvy CImarg? wodlemse Bamana. 6-232 a\ Pseme. 3. 09s ,m) ereadlanad Enlodscmadlon Qany aasleilne: ceralam fom cme, 1) serdo DGWOAN Salam. 5. aDirrse ~AWe Ntmergalmamadles mM. aed BMBichledh .mgegal” adogansme. 370_ — =348 Lesson Nineteen - Exercises v 3. B. Make cleft sentences again, this time by placing the COY)6v10 after the underlined word and changing the verb accordingly, Medel: srmocb 4 PONMEA7 D2 Qyomes« SrA INI BAAME 20 Nalegersay. 4. SD sob CYPCA NR) SD AMD let Nd ong Eno Hhsmne.- 2. ond Gras Zarw-Bo ntoleilanane 3 Qremngob (BP IE Ss eanredl we laredls, ONAQseb nIaAQVMeme ke aga dmmlafig crarbacd Nao. QEnomea 5. crlende Greqgadardilan e@.t900) LdmMEen seme. C. Combine the sentences in the pairs below by making the first into an adjective phrase as in the model. Medel: agclas> C&R, eos anerslaneme. Grey mre) Or fs Dledley. eOlad abvesleanee m0) 29 bs adleiley. 1. lend 20% een e4) ae re oS satajnt ADE AQ. 2. 2A” ED alr whe 49 sil dretone. ores Bom MEY Bre, FE orLesson Nineteen Exercises 3B. afiackh QhdséEr na adler aren ane. Gr. 7 al\Alasvees cles. enn” “Ms somos’. A, A\eernde Oy G2 B20 ylailasiane. BM OaD20. 9 SHacdicdlat H)s.. 5. Get aa @€alsemoeg Ares Dr>DJo waleme. Grad ealall Schidbddnwg’. 6. NEQavileeow , Paanw 64cr wr Nam Berd) drach dare Coir emo » HBV DNS Grimm ecdhuvaich MI aan? srr". 4, A, Combine the sentences in the pairs below by making the firs: into a dependent ‘because’ clause as in the model. Medel: Cod goer’ goailes AUREMD. Gr arreng ome canalas gatodronigi- Braid wert wales atmo among mh aociias Galo dsanlgy ‘ 1. Grain erm wav’ BPD MED coh Adweng €atr). Gra narorg” Merpd Brayod’ awyaiqers. 2 Gord draaQmy” aber &Sla4 caw aay meted. dh>24) eases. + aads @alN. MSdexora. Gr Adr> ove” BenAHEH SMA mM aT.4 A. A dlesry 5. 350 Lesson Nineteen Exercises EMNRMAMH Glenn, Sr@Damonre od ass sedis allglet eatocrre.- Brews eagreilnagy.e wdlerrails, aaa. Canmore anne’ weensMarr. Combine the sentences in the pairs as in A above changing Qerg wo DSB asin tre nose. Medel: aM) caw’ RW20B_ aasscn qerg”. ELD AMEN ormrah Sr asrxrbdss es apr) AAT BD - if afics| ax’ eran > Aupmassensony sro @rvairivdsd Bas 662281] NA*SeD- 1 BAe! meee coruildne cegrel) ayors. EN® adr eng Grado uesedlgy. N@Idloy ag Ber, I HH org’. Br@ Navorg’ Gado allah Slaroe Da csanailes. hada wWrmsde atom Gong. @raDadrere! Braids ago cirsrs! dre. ON da dros} Waagenrg . PODAAreg Smet wx atthe arrcilanock bat hh hand, u © aislodles mg} Mo dong anwss ren’ Baie msdinorh ~iQcrodlgs. 373Lesson Nineteen Exercises 5. Translate into Malayalam. 1. This is the one he wants. 2. The manager feels that I am the one to write the letter. 3. ‘It's the peon who wastes all the time in this office. 4. I have no faith in hin at all. 5. Anyway, I am ready to transfer him right now, if he wishes. At times when there is no work to do you may go out after telling the clerk only, but at times when there's work to do, you must stay here; ‘sve you got that? 7. Because we had run out of meat, I had sent Mani to the market. 8. The children{ habitually] arrive at the school at eight o"clock. 9. I never tell any stories at all. You know that. 10. I am the one who has to complete this form. You don't have > to complete anything, so don't take this pen. 6. Read the following making sure you understand the meaning. 1. Aled DWeRaM aaigam mawe hQsrmscsb @emad allarerldae Masrvad agp2e5) NagQjord as\a2nsman. : 2. Baigeh goemne Brana) dromoct Ndhea3 ot tatoadl. smmoere Catr ed orsemSlmanr. atAAU agmlaa % oialeysam a naeneng’ én? bles. Ba Qcilasd drodlejrem@ adhere adiach drdlhuo Msems om Beit a> daemge 4, ewes, ol 7 Berd) dah ovalensablecs Menrailal ée Aires) ain". eregy 2 BROAD. oD agama dane, Braodo lawn bel’ Bd 2M SM.oc 352 Lesson Nineteen Exercises 5,609 wayob oMdcilas ax tocds cS lowes 268 2 enreil sataprss masa’ Graton bromd&icilg). Dsersdn Saeed hae apon? sym @nalemres aperrttsye ain CYMOr? sa", & andla® Aleman. Hacsna eatr a] dmramrogeng”. 2021dl mn? Gnaina acsle % harnemory’ tamomm- ane) ges Gemaearmad, @raics en chelpsme Arg) 60, nAMs oe. @pQob Dsdsilas edypsmas amdgeg’ Breed 2 OCB Blaine alam ax .aime Ahem | AAI AY - eneca, agmléa” alln game. hs lansb AGDe AS- 622uU% Dron) MBNS « Ndr>rBBZreo- nna , atoms leaf leg>am ering, wad}, Nemo coengecorare - a nprlas eaters? ack oahailejeons' fo. 6428> esnreSl die 6526Q2 Cn0206 ayoNog AAW SMe. 875353 Lesson Nineteen GRAMMAR NOTES 19.1. MILDNESS AND DEFERENCE DURING CONFRONTATION. This lesson's conversation exemplifies some of the verbal devices used in Malayalam to moderate the effects of unpleasant things which must be said. Every so often, the office manager makes sure to soften his critical statements of the peon through the use of the politeness narker “(@S@e]> ’ (see 6.1). This sometimes adds a tone of mildness, hard to represent by words An English, and sometimes directly softens the force of a statement. Witness: Legolas erpaAlnleb algere wraullme Ceprel) aaigpmensegy. "There (really) is a great deal to do here in the office.’ 2. Tlewrads ose Carel) Aataprh aslous nem’ BMI cmMeg?- ‘I am afraid you have an aversion to work.' The manager tones.down two of his statements by using a verb showing probability, GM O\col dtexe0 , instead of the more definitely assertive Bron + Witness: s.emrad alngymesy’ vecdla> Der) Aero. ‘what Nair says is probably, must be right.' s.cflemads Mera cared clase MA gaind dasa. "rt! probably: so that you are wasting (your) time totally." The manager also makes some of his criticisms less direct by putting them into a carrier sentence with 62am , "I think' (see 15.5), thus placing them within the realm of opinions rather than facts. Witness Example 2 above and also: 5 HOH, GRTRAN A, Mela Emory. "But I don't think that's so." 376 _354 . Lesson Nineteen Grammar Notes For his part, the peon also tries to soften his retorts to the manager's questions and criticisms. Firstly, he uses the softener CSC te show deference. Also the use of the nonemphatic order in cleft sentences (see 15.1) gives his statements a milder, less assertive tone. Witness: 6.AIMUQAL ere NUS ech entrar cwre. *r just went out, that's all' (note that DOAQKG does not mean here 'for no purpose’ in the specific sense but rather carries the idea of 'happened to') 7. Qomnls’ augi@s Bom dylan entroum awed. ‘I got hungry, and just went to eat something, sir.' On the other hand, the peon does nothing to soften the categorical statements he makes about his good qualities, and lack of bad ones, He does, however, when confronted with the sudden prospect of being transferred, add a pleading, submissive tone to his final statement by adding ‘af to the verbforn (see 23.5). Witness: aa Mmlad’ am aslay Des: nore ge ornoch eared) Haseapeb maysnrern. ‘I am not one bit lazy; I am always ready to do the work.' 9.672 SHMlaye aGMed> Sara odlanals 4 agpea. ‘From now on I will do all tasks well' (pleadingly). 19.2, ‘THE FAMILIAR/FORCEFUL NEGATIVE COMMAND FORM. ‘The strongest type of negative command possible in Malayalam is : Ms made by adding = ACID) 7 co the Present verbstem. Note that all forms with $@oesgD” ? are regular without exception while this type of command forms tend to be used more 877355 Lesson Nineteen Grammar Notes with persons with whom a) is permitted, (hence the title “familiar negative comand") ,its use is broader than this. Since one of the components of its meaning is a forceful tone, it can be used with persons with whom only (ASBr300 is permitted, and even to social superiors, when the situation warrants. The peon, for instance, lowest on the office social hierarchy, is able to use it with the office manager to convey the strength of his feelings when he says: 1 BWEQI> WED, aG\ACM Mele A2A TEM). ‘Good lord, sir, don't transfer me.' The milder negative command form QQ) EWR (see 17.4). would simply not be forceful 2nough for the peon's present purposes. 19.3. SUMMING UP THE USES OF THE VERBAL NOUN wi @rg.’ So far, you have seen verbal nouns primarily in cleft sentences (see 11.2 and 15.1) and as objects of postpositions (see 13.5). This lesson's conversation proyides a representative sample of some of these, plus other usages alluded to in earlier grammar notes. The cleft sentences with unemphatic order have already been cited in Examples 6 and 7 in 19.1 above. In addition, there are two examples of cleft sentences with normal, emphatic order, c.f.: Ledlacm eran’ sans cilaagyr. Aaiegyerasd- ‘Then it is me who has to do all the work.’ Another is cited in Example 4 of 19.1. In two other examples, the verbal noun is used to make a clause into a phrase so that it may then serve a functional role within another sentence. Witness: “BFR i356 - Lesson Nineteen Granmar Notes 2. £007 M2Aeb Mra alorayemad Laclargy mod. ‘What this Raman Nair says is not true, sir.' s.enrard alngyme wdlarcNaldec. - ‘What Nair says is probably right.' Note that this same process occurs with cleft sentences. The only difference is that the part of the sentence following the word to be emphasized or focused is made into @ noun phrase, and its functional role is to serve as the predicate, not the subject of the sentence. Nominalized sentences may also serve a variety of case roles within a larger sentence, in which case they bear the ending appropriate to that role--dative, locative, or what have you. These are exemplified in 15.5. Verbal nouns also take dative, locative, and other endings when governed by a postposition. Nv examples occur in this lesson's conversation, but those in 13.5 should suffice. Finally, there is one example of a verbal noun being used in the functional role of adverb, with the adverb narker (GD). Witness: . wrageler choerermap wedlargy. "It's not good that you didn't go with him.' 4 Like the other negative endings, “26VCw” is added to the present verbal stem. Tt is further possible, as with all adjectives, to add the human relative. pronouns as well,to negative verbal adjectives in order to form relative clauses. Witness: 8. CY ercwy tap cdlg pram aimzers. ‘I am unemployed' (literally, I am one who is unemployed). 9. cane DANYIPSN AAI TUPCJo Aro. "Those who don't work will be transferred.' 10, CBr wl ACR. SVAar2amaide women. ‘That woman doesn't know anything.’ (This can refer either ts innocence or ignorance.) Positive relative clauses with these pronouns are treated in the following section. 19.6, RELATIVE CLAUSES WITH PERSONAL RELATIVE -PRONOUNS. Section 15.3 discussed relative clauses. These are embedded360 Lesson Nineteen Grammar Notes sentences which function as adjectives. They maintain the original order of elements within them, but instead of one of the normal verb endings their verb must carry the adjective marker “@1Q, which can only be attached to the simple present er to the simple past verbforms. Most of the relative clauses in Lesson Fifteen described people, hence had a word denoting a person, or persons, as the headword of the noun phrase of which the relative clause is a part. It is also possible to make such noun phrases using a personal pronoun as the headword. In such cases, the pronoun is attached directly to the verbal adjective. Section A of this lesson's Reading Practice contains a set of examples where the plural pronoun Cue 7 sehose who! is substituted for the head noun BIDS ano ‘people’. Section B shows examples where the singular feminine pronoun eo ado” ‘she who' and the singular male pronoun led ne: who! take the place of nouns denoting female and male referents. These, of course are very much like the noun phrases which are made from a relative clause plus the neater pronoun — (Gy ’ ‘that which'. Note that Malayalam has no separate item equivalent to the English relative pronouns 'who', ‘which', or ‘that'. The personal pronouns aid’, “ate, ana Laucb’nay be called relat/ive pronouns ‘since they occur only with relative clauses. Noun phrases consisting of a relative clause and a Personal pronoun headword are much more common in Malayalam than in English. Should you be translating Malayalam into English, for a research paper, literary publication, or whatever, you will have to treat such noun phrases loosely rather than 383261 Lesson Nineteen Grammar Notes according to strict word for word equivalance. Witness: 1. TYSeb ear doom asd : ‘those. who are attending school’ 2. deLpoms” AG) ayaa ‘Those who are married' (literally, those who have completed marriage) 3. Br MoAlach Gas sodlteromaids "the lady, girl sitting with that gentleman! 4. Detrdo naisladlesh ete Waiob ‘the person (male) who has just gone out! Several types of clauses are relativized through the use of ‘2382’ + Firstly, those whose main verb is Qe as in: 5. emodilagaaad . ‘those who have jobs Secondly, sentences containing verbforms other than simple present or past must be embedded in a carrier sentence whose main verb is Q)GW3, whose adjectival form is ‘o28" Witness: se nQlermss’ ug}g. eabdlensmaamssaih "those who want to ask me something’ Noun phrases comprised of a relative clause plus a relative pronoun may serve all of the functions which ordinary nouns serve in a sentence. They may be the subject or predicate, as they stand. They may become adverbs with the addition of the adverb marker -@rpsh\ (see 23.6). They may also serve various case roles,with the addition of the appropriate dative, 334362 Lesson Nineteen Grammar Notes accusative, possessive, or other ending. 19.7, THE PRESENT PERFECT VERBFORM. Section 13.1 treats the stative perfect verbform marked by the ending 22 gory, 7 This section describes a verbform which may initially appear very similar to the stative perfect, and then seeks to clarify several ways in which the two verbforms are quite distinct. The present perfect is made from the conjunctive plus the auxiliary verb 00) 603 in one of several forms. The present tense and present progressive endings on the auxiliary are most common. Witness: 1. BVad cuchlelasnn. ‘They have come.' 2.Growavo Slang’ anneal ‘He has gone to buy the tickets.’ The English leads one to think that the stative and present perfect forms are identical in meaning. Actually, the two forms are complementary in most usages, and distinct in meaning under most conditions. In a simple statement with no time adverbials, the two forms are equivalent, and interchangeable. Thus Example 1 above and Example 3 below mean some people have come and are still present. 3. raid aucmlssne- ‘They have come." Similarly, Example 2 above and Example 4 below are roughly equal in meaning, though the former would tend to be used to indicate that the person is not heze at the moment, while Example 4 would tend to be used to indicate that someone else has gone to buy tickets, hence zon need not go. 385 ctnanh ea Oleol tg cheonen’.363 Lesson Nineteen Grammar Notes "7 ’ & Grad Neng’ avesdlanrnb er algong. "He has gone to buy the tickets.’ The two forms are very different in terms of their use in questions. Firstly, the present perfect is preferred in information type questions, i.e. those containing a question word, a3 in: 5. Bad ~—Bo erste HaMaldloncna? ‘Which hotel did they enter, have they entered?! alec! sic) ? E.BOAUb CRQ2MS —Hoales’ Graisjicol sano! ‘Why has she sent him?" In terms of yes-no questions, only the stative perfect c >) gong” ) form can be used to express 'have ... ever ...' questions (see 13.1). The present perfect, on the other hand, is used to inguire about 2 specific event pursuant to some topic already introduced into the discourse and which has taken place in the very immediate past. Witness: 7. BRAID Gir CAMPSEN cr dreadlaildleara erm? ‘Have they gone into that hotel?! “ v? It will be further recalled, that the -7 ane, form a is used for stative expressions in statements as well 2s yes-no questions such as: A a a) u adhd] atailgeng’4 ox chal Qonssealsul gong’. ‘The curry is made.! : 4) a S 9. Dems’ ~Dep> hshB- Grs-aj)gorz, ‘All the shops are closed today.’ The present perfect cannot be used at all in such expressions. 336Lesson Nineteen Grpmnar Notes When adverbs denoting past time are used, the -] are verbform may be used interchangeably with the simple past , c.£.1 1». ered Soles amy sSoailas cucelg ong, ‘He came here before.' The present perfect may not. be used.with past time adverbials at all, only with those denoting the present, in which case it is interchangeable with the stative perfect. Witness: L.GSPBw' OMBsB Mead endlarzd lesan, BQ SHAS Metid cereal allegory? ‘He has just now informed us.' Finally, the present perfect may, though it seems a contra~ diction, take the. progressive aspect (see 21.4), whereas the £ 1 gong ? ¢orm may not. Adding the progressive aspect indicates that the results of the action, rather than its completion, are in focus, and that these results are still in force. Witness: o waco sDecdbe aridalat enbabla) aac apens. Qiterally, the boss has just gone out, but best rendered), ‘the boss is out right now.' Not all verbs may take the progressive aspect in their present perfect form in this way. Many verbs represent a single action with no continuing results to them. Note also that the progressive aspect form may also be put into the past when the focus is on he results of an action in the immediate past. It is for this reason that the office manager in this lesson’s conversation elects to use the past progressive form in asking the peon: nt 387365 Lesson Nineteen Grammar Notes 13. Meera afnilas Cn toe letescneas olen? Gliterally, where have you gone, but best rendered), ‘where have you been?! : 38gLesson Twenty Intransitive Msédoeh Crt cis th BD adh headeice Q> tp. eat to mous] oso" Dern corcdh Oe Wakeurt @-a\ cesar” oad Doreyh LTo descend} Awa 366 REFERENCE LIST Causative Verbs Qrans./Pirst Causative NsSBDh aidlaadcy Cchvo diadh 812 ¢,.8c BOS Aesah HAAN RY dr amnalayd> ‘ABA ry dead> Aw Ach, ay A? Yr | Bae Dom wD Card Aadhh Oh tes Bo Dd ds3dy QRH AMA Ute ent} dhoorn ch ices BD ep HOH D-Yargh 389 Second Causative onseemlesl arch atdlealassdn Carve Aaah Ocho s alae > CSOD 2A HeacAh in sh} 28] each cored) sh) 2h es ch Aaah) Alar Phan gl ata a> Cath oil desdy wc oS ctready Sonos) 28 \hes > QISh oo) Ade TTe “Foxd dhrers) dex do Mead Adah DM oaAgwwrLesson Twenty Sa.6Mo Algaas of DMN. COND Eho WWA®? cQ) anergy, AO) doyceh QA. e)) dho ete eaaict VD oHasigch (jdrrmo Bkgs 2a cp alg avam on ‘VOCABULARY Part I Onam, Keralo. Harvest Festival arvest festival thak which Ras tntirest intives kine, Le age one time. ,once. Mahaboli, a Ma thcat Chayactey, Emperor time od G lke Qeeercding Ae C Word Final ‘>? SP tka pre noun dyeps whan (Johoce is added] SS subjugate C Literally, Pola under] One of te three main Hindu gods— Ga protector dwarf 390Lesson Twenty ees) ome AIM? cea) gad Tact tense: ondaracel af] &sam Gro) Boro BO dh wr or > = ABME Cpast tense: cbora] Ndr sys, BASE 368 Cpast tense . era ecret MN? A NH As gal re S\es5\ crt > 39 dns aA dh Tpast sn Senko ory] Corn one? nach * BVO 1D oval at enecn> Si). asad Chast. eveemaal ala T Vocabulary, Part I stip, pace, foot Imeasurg] geod C ody & ogren , Xe aes & immedeate! es upts er as Tor asthe sky %& ae) by means of Gakas nominative} meas ure. wik or Epost pos. t third. eaxvt beneath at Sth batcer or te tower, to pash Something down. oo possessive of Mob, 3elf's or own Qecordins, t fe make hepby, 391369 Lesson Twenty Br VnQ >A lcheacth Chast. erpeng Silay) Part IZ BD Gap joao BHEeappsilannsgcs [hast @meappttlannaig | QB Cpasts Dow ry soo [pasts cory SI] asa Tpast: ate sit ake age We crn ri) ores Chast: ecm Sila} T ~ B) NED A silesa 2M u uy C plurals ae oes 7 392 Vocabulary tb celebrate celebration G be celebroted X dine & swing, , bo dance te sing clothes . ieee a happy Feast te Deld , conduct, ran elt the month of Chingam TC Pats of Fee September] FlowerLesson Twenty fhe GSrerencland Cpasts CenresErc\ay 1 Wom Borns ery hod coh ASB. ase. éhs) Am Ro @sa> [past @ sly L277 bror> Dsh Dpasts 23) agersmat o> s” clog Cphusalls Serge) 370 Yocabulary, Part IT destan, Aso The Quspiccous destan drawn °9 Hindus on (Ra ground Pront af the door step. & decorate important Lads] Yduey backwaters boot Cweodes] , Canoe. beak race Competition _& gother [entransitivel Swot iy pee ce ee ata tt. sat up Overseas371 xess™ TWenty yocabulary, part IT gm ole Muskim Dural: Beasleoat) Hlemgyoo Christin Pura BI eg protaoos] 2005) keine ,Castt., community, Vaca. AwMe veligten 62 Be def favence. distinction, better: eaueler nationaL READING PRACTICE Reag % *ligying adjective and noun forms of the ordinal numbers. AgseoP® _ Pronoun Se, corer Faxst acm rac. The Pfarst yet Asrcen Second ROB.aG The Second a? Qa Third Qrracy The third ome? Aare Fourth, meas’ Te fourth eC Ror FAFth Brom Asy The feFtr PO? Ager Sixth BrQNorasy The Sexth age’ Ancor Seventh — agaigsa qd" The SeventR age Arc EigitK a assags’ — The Fightth sah? Me 76709 Nenth Ardler QT The Neath OP Anarn Terk om aey, The Tenth aLce Leg gos ty Reading Practice Reag eh? Foy ond Phrases 3" which the adjectives formed with ~ GOR gas 9 reper ey - DOB my Wwo SO BYaw RW], Prvarcy ao), apoArrg?” thods)e , Ove 077 2H Q 2a) Ql, wy}? Song, MBAS) @aQ225) & ars Pormyo e ow and - Q83e make different meanings « Note no" ~ ea) em A qy @-P2e WIS. ForP> aa rgy Bil The v7 ho ffusty becar ees te Ome, us, xtc’ Gay) rer esaeslod Te rkts Phe om engfOane Gy)? D Pero en ma sense, my ley ASS. the Pat come tet has Piper ber’ ees ee left over ADQABR 202M form witk mistake), emdlayes ee) Krausledgenble Wsoman. , Dg ytlag se Sth osealoued dees net make sense, Oy lnges owen FR place hare a part of tm population are Cherstrans. AYIA SB USB the boot Ccance), whieh ds bebind. Bouwlang as goal The Coffee thet és more than necessamy and Thak may be ev is Reever, a373 Lesson Twenty Reading Practice Bb, Note that the following take only the - OBB tom. aslqges ajot, Adres aa), leases tsiCdlgde=cleverness}, pages AANA La3e@o = Novaltty newness} UGAHSS Cilerorsy [ips Oldness 5 AMoreg Wing] B, Note that the following can take only - Smad) nggaimra) eregiet Al mgassa dsl, VIABAA) Noe, Algannry ~1Qob, Algeciras draer, Ndrclwenrr0) n3$) Ladrommlayoh= randy mole perro], dares) 2Glearaced Aors) Ladson) 2§\= fem. Farm of poe eee =) aQkare oUt ier aie ae =e person whe is wise], C12 W 2 EMAI2D We SAMe 5 Genny 2) al Ue, QS\a mre dy oes as = oes nig, agetloscns ed ovo) Gymlauga= Tor ceena neal], aTGQIn7cy Srog? Taig Ways Thet is Ady 396374 Lesson Twenty ‘TEXT, PART I S2emaemlach iio BrENS Auiarslmgos cSlasusat LewMaAate Sper’. Memamlach Valet BS Drs dyOQ7QW Aroajeng’. 167g” aclancoh Arorenried) agarmsas akdascis] oerarchleame Sreqaowrlach Mmreiesy Ned: emand<-sao Meaaralaas. Sa’ esaicacd asd? 2 Yous) gy. BAURAS SYN C}dhr@o AaMrenieacy Ags anscb alg, O35 Ax2rQ@MM rah) QAaNrmie5\ ays nS wD me. Bemsl moet, marear agan’ BIER LOMIZ® Catrcdlal.MEgyaimo@ MOE) oo overs) at, Qsan, ANY eyarwe2ecma. aiadam. @snss] Narreng aNg> SeirhswsBe GHBer, {AMI ancrn wns) adore Aamenicdinad (edlea’ eal slees tev’ 2 Fe NGNBSPMVA. GMs Qrny? Sree AMNems Smerdiah aclonch mach BDBANB Wer Prmeoch GCIMAIBe 397375 Lesson Twenty Text, Part I eobdcdlay. at), aa waar')a}. : gramenclay Bwmerlnessclanab Arnie mech ero show drremeeb ARM aHienyom’ shoBlamas alhajae. BEB. ONT eons M124) 90321 2262? Brad sweme cerneap\? Ul desam ao. TEXT, PART IL 2M Goyerp \2H wwsdo a Venarweoilersend BOM Bry en9)>-Mlanaadgengs’. Aers2.0e Vers @2we Aagact Bm aScio Qeorrege ry Sleaze , a> Sage, MB] who, rye gg, SE 2EBWe ween Ulsleonr. Deo lamslerss aremEBe) msomlalam. Meer Gr@aje Seuilan. BHErp\rnMceads ge}. les anadine) Bw Barone QBOaanw won hr reioay SMBdr vs seme Bm ag Jo MH ledoxen oss “Hlmreje , Bomailey’ ater elaine Qn} qmeob allgmales wgnacls” B21 Bcslaagcr. Dal OMA”376 Lesson Twenty Text, Part IZ aMemrard gates’, Bsa, Bomarviloch WAKES kLhagemlnes Gym @ygQosle dmmeyhSless 2182. @elatb nso) UB, WN WWHhea>®D Qoarva 65a Oy droomeck =U? Bo erp & crc Bs. / 96M Pore) wr’ dys ltoas gnsens\ OD Bdhbo alga alot DPV erevmrd Derr. GQAMosrth aeirardlms wy Maes omrgles almon. oar HAN dds Densraes) ~Pgyralare armyg) arg lance. adlondnss gwiens. Shmyelngs RBolam eeaalejracn ar0ne Bry eap\> Ula, CEN sx0me mamerarslestds @hoslamoas Cawley Qemdinle. 899377 Lesson Twenty EXERCISES Make the first noun in each pair into an adjective describing the second noun by using - CGFQCR) as in the Reading Practice, am’, -OVasd 5 Grvd|dne, ateaanr ; BPA Plat , USB 5 ~-NBAle pag): ks UIM,A.e, ALD 5 AND rSarh, EAEMI 9 2405 DMO, oY che; SPA jSBalad , A-~O7MbEN; Gjrrrme , Ada 5 agmMae ? mua Ada vet, §). Make the following sentences into causatives, making the necessary changes. When a new subject is needed, it is provided in parenthesis as‘in the model. . Model: emook ang Algdach wpe. LA badd AQiat Mac aca dgennh orp ae): Seaiobd Cry Aid 2NaJe- BRAAN _Haerg” Gr) mmo mancilaaldiste. 4. Gry wWElne dglards aDare ~iMDe alr laac. 2. SMebaysSlaer erQyam) som hewodilet Deven. a Ualay Aaawem) averdlamscs aAgsmamleeian® Balocaoe, Lomo} 4 A@e BHaMlainak nugleles algae Brdidre BHAA’ (gm. Leaemort aod) 400Lesson Twenty Exercises 5. raich Msamarw). 6 rmsd aqgoslaa? alone mareas? Coiled] F Braid. way ~Yiherilam 1d) me} BPAlajrade aDgcrl. : 8. Gry aslewmr2a) dag) adlanej: 1 lanasiky. Cermorabj 9. HABA drom2b gales?’ Gy omMarane%. Emake droemenk inte a Causative Verb here] to. @raid erniias marines - Change the passive verbs in the following sentences to active ones. Where needed subjects are given in parentheses. Medel? aon drGl@y»@e Dssrarmcu one” AGVQH NAA Znas’+ AYA?) Gy 72EV0 DeeBaMQ srr’ Oegeomes- . agquilddlme oaiaqeas, eegres) HYarmQesoradleme CUQuilay oa gy, €99225) GaArmaQegSm> lose: Le Hla gowh ~MNQMNAS aye oreo as25)3}. 2. B26EMe aAlBaQvevcorhlet armeng ySilannaigre. Lechpss) ard, 3. 99 eapes) DSM AalQaasers- yp. Coraanseh PUA linn sz Amadis mode. 404379 Lesson Twenty Exercises Be aQiomerh ationlonnais, af) BSrAvrer0d- b, AAQVI2S Bemraa Cth Sara) @rajSldnaaigo. F. Bo wr 2a Mg) war) Grea VAAgers. [~Me¢Jjoaiess} 229 Ascdleb moyhlat’ ayogycr endo AN ch G7 NAGZo. 9. cemaiad dilated enreadlonwkeaad BDV ANOS. ~ b Slanalepaw ancsdlalet cure satgymaih mnam, NSAQNAS o. 4, Translate the following into Malayalam. 1. Zong ago Rerala was under the sea. Even the Sahya Mountains did not exist. 2. When he heard what the god who had become a small boy asked, the emperor immediately agreed to it. According to your wish, I shall go to see them once a week. Besides Onam, Keralites hold other festivals as well. Malayalam is the state language of Kerala, but it is not the national language of India. . On the tenth day of the month, you should come to get them. G.e. take them away). 7. "Does she (your daughter) know how to dance and sing?" "Yes, she knows both.” 8, The main sports in America are football and baseball, but the sport I like is soccer. 9. Soccer is interesting; in Kerala it is known by the name cf football. 10. In those days; Onam was celebrated for ten days; nowadays, it is only one day that people celebrate. 5 Fewrite the sentences in part B. of the Reading Practice replacing é : : - COM’ vin- DSS’. 6. Read through the full text for this lesson, picking out all of the words containing the sound 3 . practice these words aloud.380 ae Lesson Twenty GRAMMAR NOTES . 20.1, ADJECUEVAL/RELATIVE CLAUSES FORMED WITH ~COo. Many relative clauses are formed with - ‘9a9’ (see 14.4). This lesson introduces those formed with “@eryou” + This note will try to clarify some of the distinguishing features of the two types and their usage. (ihe participle - fos’ is derived a sane and - £ erp’ is derived from CBr STS _-— the former is a present participle, and that - ‘ero’ a past participle is not relevant in most cases. What is relevant is 1) the kind of sentence being made into an adjective, i.e. relativized, 2) the types of elements occurring in the sentence particularly the predicate, and 3) the role of. the head noun which the clause modifies within that clause itself. Existive and locative sentences, whose main verb is v € ? generally DOVE —, usualty takes ~ DSS ~ witness: Lafldine QmweyeSs Sree "the decorations (which are) at the top of the house’ SBHQhio @Mxgeoss alsemseavo ‘cities near rivers’ Existive sentences with a dative subject are of two types: those expressing physical possession, and those expressing emotion or physical féeling. Physical possession is always hanaiea with “S> &> 3” as in: 2. UDBASS SHSavo ‘people who have boats’ 403381 Lesson Twenty Gramar Notes Feelings are dealt with below. In general, Sermo’ is used to make an adjective from an equative sentence. It will be remembered that the Predicate of an equative sentence in Malayalam must be a noun (see 9.1, 11.2, 15.1, and 18.5). ‘Therefore, when a relative clause is formea with Sem °| 4 is bounded on both sides by a noun, The noun on the left is the predicate noun of the equative sentence being relativized, and the noun on the right is the headword of the noun phrase within which the relative clause now serves as an adjective. Ordinarily, the headword is also the subject of the relativized clause. witness: 4. a, NGA) Be gga en, ‘The Emperor is (a) good (person).' becomes: BE NEYAIMIA): 2a coves) ‘the good Emperor! 5 Mall Chard Pleagyrol mares. ‘ Reralites are Christians." becomes: 2 Dlayprlnasw emaslad 'Reralites who are Christians’ Section B of this lesson's Reading Practice contains examples where “DSSS” ana ana = (Gra may be used interchangeably. This aoe not mean, cape that the original sentences with Qerg’ ana BOSD which they are made from are identical in all cases. It is often the commonest items in a language which are most prone to be exceptions. Witness: 7. a. DY WAD Naigperh orymacsons. ‘This trip is pleasant.'_becomes TYSUA2AS QVU>(T) ‘preasant trip' fos ——382, \Besson Twenty Grammar Notes This sentence has a general meaning with no specific subject. When Qerey is substituted, the sentence changes meaning and must have a specific personal subject, c.f.: a CO2WAS DIY WA Nalgpeh crysgens. ‘He is healthy enough to make this trip.' This is obviously not the basis for CASUABS Wels ‘pleasant trip', still this phrase is permitted though there is no independent sentence which it can be derived from. This is a minor point primarily of interest to linguists. Most students will want to learn the acceptable combinations, and not worry about their derivation. Section C >f the Reading Practice shows examples where both 2) &3$3. ana (Gro) are possible, but with distinct meanings. These relate to whether the original sentence is an equative or a possessive(existive) one. Witness: 9. a. B09 6.0200 AH A>. “this form is wrong.’ becomes: B. EVAR CaM] ‘wrong form! 28. a. DY Cnloacersila Nomar. ‘There are mistakes in this form." B. AMABBA bare ‘the form which has mistakes' When eos’ occurs with a locative phrase, it derives from a locative sentence where the main verb is(@IQ)CQ)! ‘hecame', not BES. Thus U HL. AGPABNs WSS abo aletoond. ‘His boat has fallen behind.' becomes: Be eladreray AUB Ber the voat which has fallen behind! aes * 405Lesson Twenty Grammar Notes Note that the 'hecame' meaning may also apply where the ee) is 4 noun rather than a locative phrase, as in: 2 alg acm abammea), "Vishnu became a dwarf.' becomes: Aamamar ate, "Vishnu, who had become a dwarf,' You have already learned that many common emotions are expressed with Dore plus a dative subject (see 15.2). Some others are covered in 21.3. The same structure is used with certain character traits such as AQ .@83' ‘cieverness! ana QS) ‘aziness'. rn many cases it is possible to substitute Bry ors in such sentences. In a few common, but exceptional, cases shown in Section B of the reading ‘Practice, guch sentences may also be relativized with either 9838" haa as in: ae ASHANWASBES Moor BHU \A7Q) aleme ‘the necessary money! Asa general rule, however, even when both Qe Cryer are permitted in the original sentence, only ‘982° is acceptable in the relative clause, Thus: 4. a. Qodanlerd Qdlarsnm or Redawrlers’ adleyers’ "The clerk is lazy.' becomes only 8. ASIDBS Hock dea’ tune sary creck! This type of clause is exemplified in Section D of the Reading Practice. Since the name of an attribute cannot be juxtaposed with a person in an equative sentence, just as we cannot say ‘ ? "John is laziness' in English, BY QY can never occur with384 Lesson Twenty Grammar Notes an attribute name in a relative clause. Equative sentences stating a person's attributes must have a predicate consisting of a noun phrase with one of the personal relative pronouns=mby, Saws, or Sich: mus, . CBD * can only appear in a relative Clause with this type of noun phrase. Witness: 15. AL yrds Aw ASlamen’. ‘The clerk is (a) lazy (person).' becomes: 3. AS\sumras Qed gey tthe lazy clerk! Section £ of the Reading Practice shows this type of clause. ‘ ’ Finally, it can be seen that BHR is used to forma velative clause only when the noun modified plays the role of subject in the relativized clause. The one exception seems to be sentences with Dove where the headword is the direct object, as in: . _ as. aca Qilass’ Br law s0-Uaors. "I like that woman.' becomes: u saginlass DUABS OY lrene woman (whom) I like! It is impossible to make the indirect object aOonss’ the € 7 headwora of a noun phrase with -C@Y¥) CQ) as the relativizing participle as ‘the boy who likes that woman’, (see below). ‘ ? Relative clauses made with -2)3S3, on the other hand, may modify a noun which functions as indirect object within them. Witness: ~The headword may even be the noun of a locative phrase. 1. AB lad aLigmlam g Yarsns. ‘that woman likes the peon,' becomes: aadyerilaen, 4988 ou Gee ees tet ne een cun_dysmnlan DMary oy) who has taken a liking to --' be 407385 ee Menty Grammar Notes 2s. "DobayjBlerd Own lowloereg cvemmarmesals Derg. "There are twenty-two states in India,’ become: Dewy, loraloeng MeO meses BD BO cha) 7 "Indiay which has twenty-two states; ' ea oP Mer examples have shown, the headword for relative ex iad ® mage yith ‘2238” may also functicn as subject or tt obj” “f the relativized sentence, Ste quae a few nouns which appear as the predicate nouns in oF *tive gontences do not take relativization with {STD ” as W'S be gapecteds A case in point is Lal” , usually wend 8 in gpglish by the adjectives 'right', ‘correct', and so £7". x4 4g not an adjective in Malayalam, since it cannot oe ‘fore g noun. The only way to express an adjectival ny co 4 complex relative vith “QS”, as in: ue QBow NSS PUAQWe ‘the correct time;’ or " Sing pict 18 proper ANOTHER IMPERSONAL EXPRESSION OF LIKING. You have are?” learneg (4-2) that statements of habitual liking may be expr"! wit an indirect sentence using either Bors or * ang ghat liking of a specific it m after trying it is wr With the Same type of sentence, but with the verb Sr ra ene or 'became', This lesson's conversation eont#e"® anouner structure for expressing like, or dislike, eee PRaring | seeing, or trying something. this is comprised Abe ‘qucing' plus the intransitive verb Ola Sth 0 eoepe 2 ar3 into’.The expression is most often used in the oe x ough j¢ may also be used in the future in anticipation Bas aTIN NL 386 Lasso? Magy Grammar Notes og som Ney , 13499 something, witness? 1 GON pr Ot Pref mM Yors, ~ IPP a0 56 seed that." 2 > “sBonl HG)2t am(es3- alm an! BX aA 8. oo? ty cbotmeyy you Will ize ite! ————U— FCC Note , #PFession §8 always written together, and that tue ALA” 9f¢ GDB arops before the following rJof Nig?” « Ther in oraer to keep the intervocalic J e™ beg goind Voiced Gre. pronounced like a [b]) i 4s reget” tg gourd® the . 203, pees cuancéS wrrg___) INITIAL PosTPosITIONS. be? - wae 988° Dgggse Of final“®" deretion and doubling of ene a — WPOUgh above also occurs with dust when joined to a a 108%" eq postPosition beginning with noun ny jy/ 7 > Note Shat this is only Possible with a Or ——™——LU—LEEEstC wise 1 GRAS Doe jm 120 eqs og their wish" Rees tae nee cena theat, since deg vg, prormciatio® Will be maintained because of its TF g0r8, oe sNSTRUMENTAL FoRy of THE NOUN, AND THE RQ) Tyg, poe Motz ry THE seymmice. These notes have dealt wien 2 Sougs of PRE noun SAve the instrumental, rt is formea . “+ 409387 Lesson Twenty Grammar Notes by’ adding “esb? or ee els + to the noun. The spelling changes in making these forms should be second nature by this time, so will not be restated here. They can be - reviewed for = 2004” in the section on. the lecative ending @.1) ana for’-‘Temacob” in the section on the accusative (8.1). The instrumental forms of the noun may be used to fill the instrumental case role in the sentence, i.e. to express the thing by means of which the action of the verb was accomplished. Witness: 1. as) ‘tick! Slavs csb ‘with or by means of a stick’ 2. CBYE]aO>e. ‘he(respectful)' Brean comer acoh by (through) him! 3. aps’ "sword! airgBoatk ‘with, by means of a sword’ Here is how these words fill the instrumental case role: 4 BRAW2V0 aMaom arslarcak cord}. "He beat me with a stick’ 5. GE BaAO rAlmoeb ezus) Boscom dhs B)SeRA cacracig). ‘There is nothing that can't be done by (through) him.' 3 s Os aNgarcmaicd are mam ad) der. ‘Those who take up the sword die by the sword.’ The use of the instrumental in such expressions, though still found in written Malayalam, is coming to be regarded as somewhat stilted and archaic. The preference in modern spoken Malayalam is to use the postposition Odh26nz ‘with, by means of! 410388 Lesson Twenty Grammar Notes along with the noun (the instrument) in the nominative, except for animate nouns which appear in the accusative. Thus, the more common alternatives for Examples 4-6 above are: 7. BRB» Ham aasladmeng crs 2\. ‘He beat me with a stick.’ 8. BSrEgeNemlam Adoranq! ors wlan sem Aromas AMD ales - "There's nothing that can't be done by (through) him.’ 2S aMgdammaind abs oareng mac AAldere. "Those who take up the sword die by the sword.’ The instrumental case role may also be filled with an embedded sentencé whose verb is made into a noun. The verb may. either take the instrumental ending, or the postpositionS|ah26ng . The resulting clauses are often rendered in English by ‘because of ...', but they still should be regarded as instrumental in role. ; Witness: 7 10, 6rH9crb UBD @ob)ldre Bepredl NAQD Aden encroleardlergea lem. 54). ‘I got the money for the radio by, because of doing lots of work.' The item or clause filling the instrumental case role, as with any other element in the sentence, may be brought into focus through the device of clefting (see 11.2). Consider: 1. 6YDoqb oreoateens $s” Batrdla@ Ndrens«end BRGMNe Ham muoele Q29)as.a. "Zt was because of asking the boss that he transferred me.' The instrumental form of the noun is the required form for mS aa389 Lesson Twenty Grammar Notes the real subject in the passive yoice construction described below (20.5). There are no postpositions requiring the instru- mental form of the noun. 20.5. THE PASSIVE VOICE CONSTRUCTION. There are several ways of foregrounding, focusing, or emphasizing, the direct object of a verbal sentence. In speaking, it may be simply stressed with the voice. In speaking or writing, a sentence may be clefted (see 11.2) with Qo placed immediately after the direct object. There is also the subjectless construction using the verb CLICU3dh (see 16.2). A fourth means is a construction much 1ike the English passive voice in which the object of the active sentence is made the apparent subject of the passive sentence. This can be most clearly seen with animate objects which lose their accusative ending when the sentence is passivized, and which then appear in the nominative form in the initial slot in the sentence ae where the subject is ordinarily found, the former subject of the active sentence is often omitted, but if included, must be in the instrumental form. It will usually appear in the second slot in the sentence, after the new passive subject (former object). The verb must also be changed when a sentence changes from active to passive. The verb takes the present stem form, and is followed by same form of the verb@atIGdh —, which carries the endings zor tense and aspect. Obviously, only those verbs which can take a direct object can be passivized. witness:390 Lesson twenty Gramar Yotes Lag rllgahee Qrommanay’ Brel Bd) dy on gor. "All the houses are decorated at the Onam s ason.! 2 GOD Caore VE}. AmBo.ud Nagas. "This whole job has been done by one person.' As you can see from this lesson's conversation, it is also Possible to make a passive verbform into a noun for purposes of clefting, or embedding. Witness: co 3, aE AWMermlerend 226M Heng PMlAnoagms. "It is in the month of Chingam that Onam is celebrated.’ 4 Aroma Agm@e dhoemodcds>om De SH) AME AKBAI!e Dersrarilaamy end. "God has madé all that is seen and not seen.' The verb endings occurring with the passive are somewhat Limited. the £De or “Oem endings for general truth ox habit are most common, as in: 5. Slanglepnm BID nalaymalne BWM, NABH .1Q ad go. ‘Those traveling without tickets will be arrested." (@ common sign in Kerala trains) Simple and remote past endings are also common. The use of the passive tends to be limited to formal style and to special registers of the language. Certain verb endings are found only in what might be termed “officialese," i.e. administrative jargon, Witness: 413391 besson Twenty Grammar Notes &. MBRBAs APQIAAS Aogyemlamaa a) conga Slalewslab @peei2 dm aciscs. ‘The matter of your loan may be considered in the next meeting.! ’ : L AMeACHME AL Bngorm de Ms cM Oaks @2 BNO) A630. ‘Blections might be held next year.' 20.6. EXPRESSING SIMULTANEOUS ACTION WITH THE CONJUNCTIVE. Section 13.3 shows how the conjunctive verbform (past participle) is used, usually with the perfective marker’ =“) s 7 | to show that its action has taken prior to that of the main verb of the sentence. The conjunctive may also be used to show that an action takes place at the same time as that of the main sentence verb. tn this case,‘=") 3 7 cannot be used, and the subject of the conjunctive verbform and of the main verb of the sentence must be the sane. witness: 1. degidhdo 125) am. "The children came singing.’ 2 Ger Qed, 6325) AGS "Thomas, come running! 4. NQeer” Bry lato. Donge eS late oysiilernre- "net us enjoy the day by feasting and drinking.’ Other cases of simultaneous action are handled by the conjunction “ent Ud ‘see 21.5). 20.7. CAUSATIVE AND DOUBLE CAUSATIVE VERBS. - The Reference List for thie lesson contains sets of related verbs grouped into three columns labeled 'Intransitive', ‘Transitive/Causative', 414392 Lesson Twenty Grammar Notes and "Double Causative’. A typical trio is exemplified below: 1. a. TS ht dh Untransitive) 'to walk', 'to function,or, ‘to operate’, 'to happen’ 8. SBD ah (transitive/causative) ‘to make someone walk', 'to run or operate something', ‘to make something happen' c. sol ctléach (second or double causative) ‘to have someone make someone walk', 'to have someone run/operate something', 'to get someone to cause something to happen, bring something about! Not all verbs show all three forms. but these gaps in the system vary in type from‘verb to verb. A few verbs, like bal>diadh *to go' occur only in the intransitive, and have no transitive or causative form of its own, other verbs such as 6326 ots3dh ‘to xenenber! aswell as 2161063 ch ‘to study, learn' have no intransitive. There is usually no scparate intransitive verb to fill this gap, though the passive voice (€efer % 20.5) or the subjectless construction (see 16.2) can be used to foreground whatever is affected by the action as opposed to the cause or agent of the action (see below). Finally, a number of verbs show intransitive and transitive/ causative forms, but no double causative. These include verbs deriving from £6132 disydh 'to make', Osmesdy "to wake up’, etc. These gaps are handled by sentences using aaa "tell! 2.6YDomb Groaaews, hes) Dom r0bh Plage t "I will tell mother to (have mother) make coffee." 415393 Lesson Twenty Grammar Notes In terms of forms, several patterns may be observed in the List. The intransitive form, when there is one, must be taken as basic, with the other forms derived by making additions or changes to it. One of the more obvious patterns is that intransitives having a single stop in their stem, double the stop to form the transitive/causative. Witnes: 3. a QIQdh ‘to change" (intransitive) B. @> Ah ‘to change something, to make something change! (REA "to come together, gather (as @ crowd)! also 'to increase’ (a& Sah ‘to gather something, bring things together’ also 'to cause something to increase’ In a similar vein, intransitives having a double nasal in their stem change this to the double stop at the same point of articulation in the transitive/causative, c.f.: 5. a SONEERA "to go out, descend* m0 Ps ad "to take or put someone or something out of a place’, ‘to cause someone or something to descend or go down' ca DAN "to dine? “3 OY gh "to feed (people)! AL olan "to eat! a oo) Bh ‘to feed (animals)! A couple of intransitives form their transitive/causative by adding -(O1)-. Note Example 1A and B above, and also: 8. a. Cicss dh ‘to come! B. QI 2D Ay "to make someone come! 416394 Lesson Twenty Grammar Notes The most salient aspect in terms of form is that all the double causatives contain the marker -~"}ati\-". those ent caaee verbs having = before - a also have an alternative form . with - GO) -. witness: 2. CANAAN rd or Godlvldsrdr "to inform someone’ (literally, to cause someone to know) In many cases, however, the transitive/causative, itself, contains - iO) -, and then the two forms are distinct in meaning, as in: 10. A. airs) a3 cd ‘to read' 3. CUs20| 2H Ged to have someone rena? When both forms do have the double causative meaning (see Example 6p? 9 above), the shorter form with -A}6)- is preferred, and the ¢ ? tonger one with “V44) - "is regarded as somewhat affected. It should be pointed out that the labeling in the Reference List joins two distinct systems within a single framework. The notion of causative is primarily a semantic notion (though it has syntactic implications), while the transitive-intransitive opposition is primarily a syntactic (grammatical) notion. In general, the two syst s interface as shown in the columns, but not in every case. A causative verb will, by definition, be transitive, but a transitive verb need not be causative. Where it is not causative, a single form functions as both first and second causative. Witnéss: . 1. a. Hoerady ‘ (transitive , noncausative) "to see! Be choo) es dy (first causative) 'to show someone something’ ae - 41%395 Lesson Twenty Grammar Notes e. dhoem\ Padh or Error 2 es dp ceocons causative) 'to have someone show someone something! Tn terms of focus, the clearest difference is between intransitive and transitive/causativé catcgories. The intransitive verbs focus on the person or thing which undergoes the action of the verb, often called by linguists "patient™ or “experiencer." There may be an agent in the situation, i.e. someone or some thing making it all happen, but the intransitive construction leaves no place for expressing agency. The transitive/causative, in contrast, ordinarily focuses on the agent, rather than the undergoer of the action. The transitive/ causative construction has ways of shifting the focus to the patient or experiencer of the action (summarized in 20.5), but to alter the normal focus of this these are all special devici construction on the agent. The question of focus is not so clearcut in the case of the double causative construction. There are several elements in the situation. The subject is the indirect agent--the person who gives the order to someone else to get something done. Next there is the causal agent--the Person who receives the order and then causes someone to do some- thing or make.something to happen. Thirdly, there is the direct agent who actually performs the action or, in some cases, experiences it. Which of these agents is in focus can be shown by stress in speaking, but usually must be read from the context (see Examples below). Ordinarily, both the causal and the direct agent are J marked by the postposition Adhrony "by, by means of, with, . [ 4i9396 Lesson Twenty Grammar Notes’ because of', which requires the accusative form of the noun. Witness these first causative examples; ab oh ~ } 12. 6YO)> INON Ac2.6NF BOD =21Qy! hero. "I will make you do it.' ere reh aber) 2 ODI 13. 2 LZEMIAN Ach26TA SOaHIny Msom|cildso. "I will have the peon run the office.' v Only one agent marked with Adp2eng, may appear in a sentence. Thus, most double causative sentences contain no internal cue h 6\dh261V% represents the causal agent, or the direct agent. This must be interpreted from as to whether the noun one's knowledge of the situation, and from what has been said previously. Witness the two possible readings of: 14. OHI Gre AB 6 droog” inoiled)24- *r made him talk.' or 'I had him make so and so talk.' 1. Sanh GAINS aden? eailaas aelslal. ‘Zr had her call Ravi. or ' I had her have Ravi, called.' Here is an unusual example,however -, where all three agents are expressed within a single sentence. 16. Mab CLMBs.ag adherens mddAlam afl = doer) aad =}: "I had him show the gentleman the house,’ Note that 'the gentleman’, which our English sense would tell us to regard as an indirect object of the act of showing, in Malayalam is the direct object, as seen from its accusative ending. - Witness: . 17, BSRWwv aMsaQlamn als cnoom|-24- ‘He showed the gentleman the house.' 419397 Lesson Twenty Grammar Notes There are, in fact, several very common verbs which, though causative in meaning, do not require, and do not even allow, AdrEngt0 mark the dizect agent. such verbs as lol At \dissch "to teach, cause to leaim', MOAI de3dh ‘to infor, cause someone to know! ESTA dy ‘to avaken, cause someone to come awake', etc. all look like ordinary transitive verbs in that they require the person affected by the action to be in the accusative direct object form, rather than taking Adrengas other direct agents of causatives do.398 Lesson twenty-one ee A Full List of Forms with Grail] beach ornciitliara Ras become Brasileo) diac 2613 is becemin: @rmchleoser was Lcontinususy Cry) Ae Smay be, should be, must be Grn \h rr may be, can be Thess covtainy corpse leo letsrsmne must be, should be mild liescre fas come Quchlecldmdaurend fas come [semetines emphahic] amileace, aim) ohlexere Pod come arlalaae mre) de with probably have come . tcrhl) conve, Alem olG) chen. ray Joye come, acnldldnsmecicmrchldletnsme mit ave come ueacreensscDlmere was comin crenaensosS |e) PBARIZND AA) 25) oa ch Qos ag desdrav2 oo Poo) da ch oom QS B20" ON dA bh Does AABN BIA GW2me” ics do, SU 2 Os” SABDARAQW.ND B. Note how the various forms of Narsndlo aes dr cah be added to a verb to convey the continuous in various tenses, etc. Becuacdl-ad Narenslol aera is tolki crernn ajoramnens|Sleoarreeng” ds tatking [emphatic] Moen aindrrersle| \aachoond is Lin the midst of] totkin venta) aah, Ahowslenorn. was talking mer). eros lel lack arian Senora was Lin the midettof] | “ feats eatiinas cwemdorlhay aa rerslolans iis us kanp Kallking : Con keep tatksi ne 2 dl -aL Ahrens] ol de ju be a woth keeb Lak, onodrdlaindrenslaloneme SEnoutel., must, walt te : 425 keop tetking |+ 403 Lesson Twenty-one Reading Practice Womeadlalngrordlolancrasdlelone mag be takeing, ne ourdlal ridrrenslolaachere Slcinre ay be tablet Cless cevtal We > Play nar oerslenseriles) dio { mig ht or must Pave, bean tobké over | -ah sdmensleanslchl DI0 ina ov might Aaue baon tobke Des cortainl ender} Hore] 216322 06le5] chess may be Talking, Cfhuturel crroemrealalndmens | lanarchlblaars ; may be, teks Chiduse-less cevtain| tight be able kate on talke : SF CPutused ot 7 evemralalad ans\cbleBo2a re0\0) AN. Wem) al 3 Adnerslclamardtldlctess be able & keep om tolk Dfiture— fess carter] 426404 Lesson Twenty -One CONVERSATION arene: eatail, ealsat Mase egy? elas Calralcrlandira> ord ? @ate4): ernesaus some aanials” eos saga’ . argncd: Gat): aged + ata)! olla dremoab Ent> Broroeng™. GBA> EMNOANAM Slang Ai sas) arnset Col? lool ach w rer, Sam dlailgimare Metal aimeardlclars.. om cage mer, Balgemes AgI@De AUN AQdoMrens> 2 sYm2ch sD. YY) Af ad Os isla} Adres lagmenssro A WelRBa ecoreml, Cra eCaigem2g Boro @alrlajmear ayer” 9) atectlaf Dimmer. - aNesendods @alsNad @ahlsrardle] dor, Grief .Mm airdeilack weap. anos) dey ato sro, mncr2eQ> ? Gey airdslach Berd. BAe aMermenrd. wrech ladlnatGe Toy aMemem? . re senam sham Blech Joy as IBE2100 aGiormernsds ? CHAMle aMeem> Wermede aM~eond Sd\) Beme.- Alsancak! dora cloned. Gomme, Raiseh cainmsrensegj>- 427405 Lesson Twenty-one Conyersation @atsh: éaigch z Galil: eget : @ca1 24): (eats erg) aMem> Qouga’ sav Gormanadl ganas 2 slang, Hlglolegs 2 3 De Wa? MeSlacee ardle) clodd Brm@ey Ndrrerg’ Sang’ w)glailgd- Moy ANAS Mdlaad Slang aneslay. Apr Slan qeng’, Groagere) EROS Ndhoong ato dre. Coreads” helen) enmaiaracd Samer cnidla dyemmg ofan W2IHd AiO erpsilgeng’, GD arch ony Baa Alerscrshl g3>.ch) ch) araeCsQery olla dosmseh calmemaamenssdldlose N (eagg ems) crgp>, on) abla oes” at) 21 Aeyglesmm> 2 dhs) ove é-si24). aANAMA>e Bos Nérrenre Gairshlagy) Mle agmlane’ auetled m0 gsQr05) Clore. : Wel, Alacmaje Kyns Ad Laloarra 295>- om) atlas Alanram. €atset: EM, os) UR dros rem gy) oh corgged ; OS4- dss) of Qsat -QO06M o. SMB Ac AM ERA Indo BAAN AA Fr Q rove Ih Oech AdAladlgsod Mam CU@e Bais. Lemege eat dgene] 42g406 Lesson Twenty-One Conversation Caiafl: Catan’ metro aihecjeenss? aMacrn alee dheg lan gem Z Cariserbh : agndlas’ seates aah. AA, Aradlaam’ drSlaoob AO chr) momserk Narr@B>e- : Al lataiezembic Qvern . anes) dis720. Gat): agneomoect sm oc4 224) Oimenz, AUMAs,. 429407 Lesson Twenty-one EXERCISES + A. Combine the pairs of sentences below using -— @a1>00” as in the model. Medel: alas onl at Bede Meas ds ageless daslancab come. agmlars Grn) ajeatodo Alesads apnea) oss’ dsSlaemab nam. 1. OrM20b aS laothors! aA1Sl@R.. Seentodo MeQ ob aMeam asl ena. 2. PA MmHe1 Ncrra4laod ajnonas. neat. aNdid’ mailas Dars2alam. S wraa samme 2) ahems¢e am DW aloe naroenslerars. wre gad 0s ADA AS AHL Werw~We AMI. ; he, rgb afar. AANAIdReema:e Msdsrb Bakr dro. GMEMIWS AMAMM (6350S dhe Gat? dro. B team’ Somme Meaaimociayoaas Alors’ Alealadaiona. Grecdede ageilas’ Be aja Dey Ndmeng ain. B. Combine the pairs of sentences using S@smb oo in the model. Items' which must be deleted while combining are in parentheses. Modeb: smock 20.7 ~Jmrhe Sere Alredi}ah AGlajo. Bsn med) Hlemag’ clack dio n1N@)>.. sack som ~Lehhe Dera aboilay hglsymajseb leans? somlach dius AG Q>0. 430 =nLesson Twenty-one Exercises 1. @r dag ides” won. Osr ama eracd DV orev’ NAPADD- 2. Bras MMmmMel aMan cog. Osch C@rsuov) Arto CH) cb) oh dr sro - 3. orb €atr-layes (Magadlerny’) emg, Dsab marm aQcdle oy" Ar@D meamls|- 4. ceraode des? atems Grpnlp,jaey: Qsob Maa atoms ch) s) 65\ mgd eles ra@odo DM) aer0. 3 SM2rb amas aailnrel gordo. errs Sdlech APCD. Dsok mam Hains éal>od) thendlagyenleh eroawtodes WGSA2A Teese. 2.A.use the following infinitives as main verbs in making sentences containing Compound verbs. You may ase dh& dh, CCB and 61th? § died as modifiers, ag dat, ABS] od, ata, Aldaach , SAB8Adh, BrrErh| dar B. Use the following infinitives as main verbs in making senten- ces containing compound verbs with Aglacr as modifier. We M266 de3dh , Ecru adh, meglaad, LIA, dom dh, -NZQh- 3. Using Section B of the Reading Practice as a guide, change the verb in the sentence below to all possible forms with Adrendler aed. andlay @jQrwges aca eepall Aalgjorn. a 434409 Lesson Twenty-one Exercises + Using the reference list as a guide, change the verbs in the sentences below to all tenses which can take probability. L.Grm@dwe mags ehr>sguam -OmD.. 2 MBA ome aguilorlemsg’ wen lag. 5. eraide Sons CU2ar trreracrerg" Ae orled sp ecindg QeIOa. lenceren’, 5. ol arabs aed migsle maar. ue j= Change the sentences below to the continuous using - Oho. 1. Grads Mmmass Qeieoms Gms aiegorn. 2. da Slindo croadiless dad)-oi rarers kel ason. Be ABEISloes Gray Baidlepon aw Ce2Acorman23g Cems Wl aSRA. : 4. cSrPad2ds dhoQ’ sOsearmng SS audlealeesers cols lote3cree ; . B. flatch ape stove lidlnwisasas a4) ent SB) 24 | assove. - & conaa Ahbes’ Nga ~Ngemrsay PELAM Waser AnsemMdrg down. % alderem ain Bon ¢ichlén sana’ tm Warrclaac. 8. mae Goerors hannemsatles chaemens afm 2.102BBi 6303 aAAmphe avalaaa. 9. acm Blase OM bl-a\aiernaon? reds AAA. fo. € Merb Corey on) ND derma. 432410 Lesson Twenty -One GRAMMAR NOTES 21.1, THE VOCATIVE FORM OF THE NOUN. The vocative form of the noun is used in calling to someone, in order to get their attention. Its ending varies according to the final sound of the word it attaches to, but somewhat differently than for the other noun endings as follows: A, ‘The ending takes the form of lengthening of the vowel in proper names and some kin terms ending in $1 ana). Examples: Qor)) ‘Mani, oh Mant, hey Mani!" Gochlasarl ‘sister, oh sister, hey sister!' wr. ‘anju, oh Anju, hey anjult [Anjw- wore] Be occurs after words ending in: 1. The vowels @r@ and CSW . Examples: Wea "Rema, oh Rema, hey Remal' @OEGA = "“mother,. oh mother, hey mother!" Agen ‘"vijaya, oh, hey Vijayal' Note that the final vowel drops before adding a3. 2. A few title words ending in.6) . Examples: * erect — guru, ob, hey gurul! *@ITG|ER ~— tora, oh tora, hey lorat' Note that (LJ is required as a joining device. 3. all final consonants except’=«1b on proper names, Examples:@46$ ‘daughter, oh, hey daughter!" G@dhEM ‘son, oh son, hey son!" CAMA SBOE on doubt eur onest* nEQc\. end "James, oh James, hey James!" 73260 sir, oh teacher, hey you (respectful) 1' * The older formsEC> and(ay @(@> are still sometimes found. 433411 Lesson Twenty~ One Grammar Notes @w) replaces final Z ob" in names and most kin terms. Examples: €Q3§Q2 ‘Rajan, oh Rajan, hey Rajani! SBrOa4> ‘father, oh father, hey father!' asm cr ‘1ittle brother, oh, hey Little brother!" SO9UA\ 2 _— "Goa, ob Goat" D. No ending is used for names ending in - fal? Examples: coed ‘Sanjay, oh Sanjay, hey Sanjayi' Me ‘vijay, oh Vijay, hey Vijay!! As you can see, the categories for the different endings are complicated enough so that it is probably simpler to learn the vocatives on an item by item basis. 21.2. DEGREES OF PROBABILITY WITH THE MODAL AUXILIARY. Tt was explained in 19.5 that more and less certain probability may be shown in equative and cleft sentences by substituting BHAA. ane SyA)8) @5)0 respectively for the verb ‘to be’ (copula). The same meaning can be added to main verbs ° in all of the forms studied so far, except the imperative, by using these same items as modal auxiliary. In this usage, they must appear at the very end of the verbform, after the markers of tense and aspect. In this they are very different from the non-modal auxiliary which takes over the tense and aspect markers and requires a special form of the verb it joins to, for the modal auxiliaries are added onto existing verbforms without changing them in any way. The one exception to this rule is the progressive aspect (see 21.4 below) where they replace the ordinary auxiliary Gren « 434 .412 Lesson “1snty- One Grammar Notes A full list of combinations possible with the modal auxiliary appears in the Reference List for this lesson, They are, therefore, not reproduced here, but some general principles deserve mention and will be illustrated by examples. Firstly, being complete, the Reference List contains both modal and non- modal auxiliaries. The modals contain either wmcdleal cise, ‘mast or probably", Be cWIco] cv720 ‘nay oF perhaps', and Bp chd}ansme ‘must, has to'. It may be seen that they can be joined to both realis, or actual, forms such as the simple present, past, past perfect, present perfect, and future/ “habitual, as well as to irrealis, or non-actual, forms such as the potential and the desiderative. addition of the modal auxiliary, of course, makes any form non-actual, since their whole intent is that the action of the verb is not quite certain. Note that some of the forms are very close in meaning, even overlapping at times. Probability of the past tense, aQicm Old) és30 , for example, will often be equivalent to that of the present perfect CUCM) gers > clade, both meaning ‘must have come', but the latter is more restricted in that it indicates that the result of the coming is still in force, i.e. that those who came are still there. Note also that re Dlererre has a dual function when combined with the future/habitual and the desiderative. Aw @ Sleeve and Aeemarailason can refer to continuousness in past time, i.e. 'used to come’ and'wanted to come’, respec- tively, but they also can refer to condition contrary to fact situations, i.e. ‘would have come’ and ‘ought to have come’. 435413 Lesson Twenty one. Grammar Notes . In this latter meaning, however, these verbforms usually occur in complex sentences with another clause. Next, the two relative degrees of uncertainty described in 19.3 apply to all examples of the modal auxiliary. Smad) BOS signals less uncertainty, or more certainty, as you will, while rN) BS vcignars relatively more uncertainty. ‘The words ‘must' and 'may' are used to denote these degrees. ‘Probably’ and 'perhips' reflect the same relative degrees, and must. sometimes by used for an accurate translation which preserves the proper tense of the Malayalam verb. It can be seen from this lesgon's conversation that speakers sometimes prefer to dd probability to the desiderative by the more complex structure of enbedding them in a superordin= ate, or carrier, sentence. witness: COEQAW’ ums — acs 20)d lac » freely translated ‘Rajan probably wants to come along’, but more litcrally, 'it is that Rajan wants to come along’. finally, all of ‘the forms with modal cuxiliaries, as well as all other forms in the Reference List may be made into questions by adding © =)” in the normal way. The negatives are- formed in a straightforward manner by adding the appropriate modal auxiliary to the corresponding negative of the desired form, CURAPCI) Asso and UD2IQWw olor have the common fom Alacadleyrahlb lao e 436414 Lesson Twenty-One Grammar Notes 21.3. ‘IMPERSONAL EXPRESSIONS FOR PHYSICAL AND EMOTIONAL CONDITIONS. The preceding lessons have taught impersonal constructions for situations including health (3.1), liking (4,1), both temporary and permanent possession (4.2), and so forth. Mentioned among the uses of G2.6YTS” in 4,3 is the expression of physical and emotional feelings. Seyeral new examples occur in this lesson's conversation. C2\ Len Mmnger' and (3a ‘thirst are physical while (Melo aoune', TUMBySo sadness", ana CI] LAs "belief (Conversation Nineteen) are emotional. Note that CNEMM)Ho ‘happiness', toro tertest, and YS ‘happiness or health" also take Lenz”. + TYAle ts commonly used with Gmmnd (see 3.3) and most of the other words can also be used with Byers’; but are usually found in collocation with Derg’. Note that besides ‘the expressions with Qo , there are also impersonal verbs for several of these feelings including BrnAhszch "to be tnizaty', NU dte3Ly ‘to be hungry', ayedlasas 'to believe’, CVcIANABH) "to dou", Br ac3) 03 hh tto wish or desire’, ete. MYSldAd and reildeydr also occur. 21.4. THE PROGRESSIVE ASPECT OF THE VERB. The contisuous form of the verb emphasizes the process of the action, and not its completion or result. It is formed by the citation form of any verb plus an auxiliary comprised of some form of Gio) doy , the verb ‘to be’. 437415 Lesson’ Twenty- One Grammar Notes ‘The most common forms are the present progressive, Ueardharers , ‘am, is, are coming', and the past progressive, CukeadhOirclewser , 'was, were coming". These forms can only refer to action in progress at the moment, or at some specific point in past time. As in English, the present progressive form may also be used to express action about to be performed in the immediate future. Thus the neighbor says to Rajan in this lesson's conversation, ofl ercacansem ahlesh —— ‘if you are coming ...'. In geheral, however, the emphatic form Cucmcreng” is somewhat moxe~common for immediate future meaning. Note that the progressive aspect may be attached to complex tenses as well with ermaslo) hiss and to compound verbs (see 21.6 below). Thus, in response to a query about her husband, the neighbor lady tells Rajan -——- slang’. Anredlosnad earcildlaad anand +. tickets'. Use of the progressive here emphasizes the fact that . he has gone to buy the action of the verb, ‘the going', is still in progress. The use, of the progressive aapect is Flocked if the perfective 29 marker “lg is present between the verb and auxiliary. 21.5. ‘TIME ADVERBIAL CLAUSES WITE ~Batodo AND. -Qseh 7 This section deals with subordinate clauses which frnction as adverbs of time in which the conjunction er linker (placed at the end of the clause) spells out the relationship (timeframe) of the action of the verb in the subordinate clause to that of416 Lesson Twenty- One Grammar Nctes the verb in the main clause. This lesson's conversation contains ’ examples of two of the most common conjunctions of time, ~~ adodo ? and -Q2scb. zach has its own particuler rules as to which forms it may be joined to. The linker © Ba tbUd’ means ‘when' or ‘while’. It mainly joins to the future/habitual, simple past, and past perfect forms. It cannot be joined to the simple present. Witness: 1. Beals Aasemide srmrserh Grog ¢apalcre. ‘when she comes, I will ask (her) that.' ceraive Alcmed200 EMI cwrAGD_ eatrdlay. ‘When she came, I’ asked (her) that." 3. Brealds aicmlesaneatodo emnoch wr ear slat: ‘When she had come, I asked’ (her) that.’ ~ Note that - Bry dah can be used meaning both 'be' and ‘become! in the past, but the future/habitugl can only be used in the ‘ sense of "become’. The fact that - Gn_trh”, Joins to the verbal adjectiv: (present participle) may be seen by the occurrence of $2.22 when the original verb is Qreg. ae erm dng, Aor > SSlcs3 em eo? Oo--- ‘When I was in Quiion, ...' 5. era Anger (em UEAVo—rvnen I became a doctor ...' 6. GRIT aE ASDA AABAUI0G ~ = ~~ ‘When I became a rich man ...' Denn aja als! cles. B ‘call me when you have a doubt." «pote the doubling of a+! when enn. is joined here. 439417 Lesson Twenty- One > Grammar Notes ‘ Note further that Je verbforms cannot occur with entre” at all, and desideratives require embedding \.ith the quotative marker as follows. 8.ng\enl ara enoenidlanmnameasscdemestzd cil egpailana. ‘When I wanted to talk, you weren't there.' Such time adverbial clauses may be formed with negative verbs, but the negative: verbal adjective has only one form for all tenses, so that tense is shown only in the main clause verb. 9. Bram Emodemamasletleme2bvo smears rasan ly, ‘We caught him while he wasn't looking.’ . 10, BIaind EM dma ddlasemiovo emnssado woainm aisha, ‘#e'll catch him when he's not looking.' 7 1a, aGicm lated AI@eMaaem)gyscomezbvo on aban ofgavy, aaterlen ‘when Z:don't want to come, you always invite me." The Linker {@sct’ works very similarly except that, beginning with a vowel, it require: the joining device QQ) in order to be attached to the verbal adjectives which can accept it. The rules governing the use of -OQSeb vary; from thoseof 2 @adrdo” mainly in the fact that it takes the present verbal adjective in place of the future/habitual form. Thus example 1 above would be rewritten for Qs’ ems: 12, GRAN’ Alcamaysr SMM Gg ealsalome. ‘As soon as she comes, I will ask (her) that.’418 lesson Twenty- One, Grammar Notes Secondly, _Dsmb cannot be normally joined to negatives, nor to potentials. It cannot collocate with a desiderative, even in an embedded construction. It can occur with the simple past, and with those forms of GY)diadh -and Qo which can take Gali” , save cor BARC. sms, £seb” may be substituted in all of the first seven examples above except for no. four. Pinally, note that as with all subordinate clauses in Malayalam, those treated here can occur only before, i.e. to the left of, the main clause. In English, the reverse order is often preferred, with both orderings usually possible. _ 21.6. A CLOSE LOOK AT COMPOUND VERBS. Section 11.3 discusses an example of a compound verb wiere es late entra | tran out' where the addition of ths modifier 6n_l> d2dh merely serves to emphasize the completion of the action shown in the main verb colony . In 18.4, another example, ane eet? OO) intustrates how this same modifier ver> Qntodci> may be added to some verbs to show that the action took place accidentally or without the spe~ker's involve- ment. This iesson's conversation contains instances of five more modifier verbs which are discussed in turn below. All compound verbs are alike in that the first verb in the main verb, carrying the basic meaning, while thc second verb carries only an added nuance or modification of that meaning. In fact the second verb may be dropped from any compound leaving 441419 Lesson Twenty- One Gaanmar Notes the main verb to carry the basic meaning of the sentence. The modifier verb is, therefore, something like an adverb in that it adds a fuller, or more precise'meaning, In terms of form, however, the modifier verb takes over all the grammatical functions by assuming all the markers of tense, mood, and aspect. The modifier even determines some aspects of the sentence grammar beyond the verb itself. Ordinarily, the verb alM@jdp requires the addressive af @(m)$ for indirect objects, but in the sentence in this lesson's dialogue, Grief agicm aunddlach BDV aGenlard alvisrene2@a> ‘can you tell me the meuaing of the word grief’, the presence of the modifier verb determines the dative form for the indirect object ‘me’, adenass ein all compounds, the main verb must appear as a conjunctive participle. Only a very limited number of verbs can occur as modifiers (mo more than a dozen are common), but the number of verbs which can occur as main verb is very large, though this varies somewhat according to the particular modifier used. A. The modifier Marenskclticrcy adds the sense of continuous action and is usually best translated by 'keep on'. It is not always clearly differentiated from the progressive aspect form of a main verb described in 21.4 above. Thus in the sentence from the conversation 6rm2M tela Ndr» erslosmeaiod CB, Molo em, ‘while I was studying, I had a doubt;, the compound nAdlalnansralen ove could be replaced by the progressive nASlaesdhou Dlasore .420 Lesson Twenty= One Grammar Notes In other cases, however, the "keep on' meaning is very clear as: LieBrend alearmedlreMe madd alalalsensenaldldmarcildlam, ‘We may be able to keep on studying after they come.' ‘The compound can also occur with a full range of tenses, moods, and aspects, whereas the progressive cannot. Witness: 2. @gp>a] Sralegy Siorordlaloss "Keep on working." B. The modifier dhS>Cydh has two separate senses. One adds an offhanded feeling often best translated as ‘might aswell’ . Thus in the conversation Rajan says: x alapal , 3. GD saisecms acre eartlaghoar. ager > BlZy_ CAmener, "I came over thinking that I might as well ask big brother.‘ + The other meaning is that of ‘away’ in the sense of finality, i.e. of terminating all involvement with something, or of direction. Witness: 4. ErpIerb Darengypre arieldmdaldsd Acn2gQUD drSoQrv, "I'11 give all of this away to the servant (fem.)', v 5. Bead eapaAlhBarmmingn} Made we ‘Let's get there before they go away." las nQiersre, C. The modixiers COCCSA ana SAV GABA are used to mark the benefactor of the action of the main verb. In this function they preserve the same oppositicn as to indirect ch they have as main verbs, that is CWCS3diy can object be used only when the benefactor is first or second persons and @\dh2gARAP is used onty when the benefactor is a third person. 443421 S Lesson Twenty= One Grammar Notes tms AINE CHR Ah can only mean 'tell me! whereas alnemnny sith sctrych can only mean ‘tell him, her, or then'. These modifiers are limited, of course, to those main verbs which can logically have a benefactor. Note, however, that this is a larger class than the small group which can take indirect objects. Witness: y A\ ? 6 Beach ainsremnay aNgnienarear! ‘Will you write down (for me) what he said?! D. Finally, the modifier dhehleayar 1 like Balidadh, is used to emphasize the fact of completion of the action or Process of the main verb. This is used much more widely in Malayalam than the approximateEnglish counterpart 'finish', ‘already', and the like. witness: 7. drial gle>? + tave you finished ‘bathing?! 8 Brack am aniglerorg | HAUE @sam tapsilerename, ‘They have ccme; you should go see them right away. te use of yeBleaydh to mark completion ix much more general than that of 6al>dady which is limited to a few stereotyped expressions auch as CDlCra 6.1701 , thas run out', ~2Slermeas ail entre) "has gone bad", etc. Note that arg lag cannot be substituted in those expressions, so that the_use of the two modifiers is complunen= tary. Compound verbs are usually written as units. Nete that the initial consonant of the modifier verb does not double when added to main verbs ending in §)| . Those ending in © , however, may my inermed Dsr=2 halen." 1111 make for you." 444. 422 Lesson Twenty-Two REFERENCE LIST Pronouns Made from Question Words A. One-Piece Indefinite Pronouns . mDerrrgarlere Sometime, any time MO SAIQIVI2®ALS | at off — “aMacmepleje 2 ome : agiom > ere 5 ee aa 0) dag rocdins omar Seomehere , ony, wheye aOilaswranejes at oth HSB, eer} t somewhere, te anyishere 21 OBB? S> QL jo ob olb “AED NVmMmlele } Some amount Gumby), ry. AHIR? QL}o Omourt (number) at all oHsronnarele Some fou, Ouray ary PANBBEAM MQ? WIL Yo ot oth oy Aow En PBAMAlEYo some ikim (thing) Ys Aras # aG3 D9 a 5 item Cthing) at Soe. : a Tales, a emoayree — Anyhow] *aMiarmadleye something Tring * ODOM ISI Jo 5 of off : ms) CBrnACD 4 ehe 5 Someone, Onyeone 0k alk Bra Wr r2jho SoQwnsawaleys Some one’s , any one’s BOMASW2w2e ho aL bh BDA Bileye } fev someone, Sw ongene. Br in? D2eho ot alt { : ' 445423 Lesson Twenty-two SHANE eo i SM arcrm22Jo J Cre) ecv7.61S Bleye } GE) EIS 27CVWIEN® . Srp) <01 21 BleYe ; @ajcrl e17c32e40 js Dyo-Fiece Relatilve Pronouns agian — — — Senay agailas - ~ -- Ger agailas — ——- Sme2Jo af\eareg — —— Naples Hears’ -—-— me “OQ - - ~asileyt 2D — — ~~ Sy ag \eernem - - - ~Helefe } PHYBAN - ~- SMefo ireB.--- ae o-—- ° +a = 2 rp tasleay Faso - — — ~ CBr) Ojo + camed ---- Hghleye +key == Tepe * 446 _. Reference List some one Tabject ofavertl], angoneLoejet afavarb] otalt to soma ona Laddyassivdl, te any one ot alt En Same @he, tn ony one ok ol, ihenevex —— —— Lohichever doy - Soo Usherevey - - --- Te usherever— -- — How ever may, Gmuch) oo However, In’ Whakever Manner—~- — -—— Litichever - — — > UWholaver— — —- Ushoevey — — -- Caseforms of these items are common, but not included here.Lesson Twenty-Iwo ‘VOCABULARY Qarmsu) clam farm o. > Malay ~ fp Qcsrmrcblateh my Methat Grespect ful) er eres, { thi saay Cpast: ails —— G3 ds” (error) a eriods aimee se atic) icy gry! UDA, deo VO) Grenyeicsado ag Agadre10 Malas balr@ore}~ Sradn gles Slee Lpast: As\ajI { inside [focative ef core dre] t Lie down to, anita — whenever CI) come Pedtai, a Nair Surname faver 2 old age Some illness or the other Yain Yau season Wherever Cyou a Someche ,t6 someone, te ene at all to be afGfrcted KR ttch a disease Cdetive subject) 5 te grab, Rold catch hold of 447Lesson Twenty~Two Vocabulary: dhd\one Severe,tough, crach yi) ogricubtuve ’ Pasemin nuldad t be ruined , destrayed Cpasts ovalatl a doh farmers Bro Luck, fortune Alda. bead tuck, misfortune nldba@ry}roarcy “lenfortanate Mat>2U2e bad M2 WMe thing atate. poe ted eneageuh boo people [ales- a bricesid] chat S ALO See dhatnattgch { te suffer, 6 experiena [posts dhadincttg.] «Air freubty oad good. io Veynment Msa1sch ts entarface fs tke [pasts DMsmats] {ew — a —Lesson Twenty-Two Vocabulary dhajrise trade dhajasdorh traders, merchants aypme 3 ustiice Bre = We rnfuitice eos pretat oy (rnibad’ 0 © alge hari w mach hay )get Qe = result, P @Meac$) adoasad) As a wet (of this) AM ANrd rich people & SmMeI9059) excessively Ad leechsjo Oaloich {ts be troubles fx swe, te sufPler Gr suve HAYAr>e10 ard time cs) Coles! —-Rev, in orderts [ative infinitive] (qrmal dad te pray Ppasts @perolayl BBE JIA Otherwise Oa year, defense alan ad\ ts Care) abot te come 449427 Lesson Twenty-Two READING PRACTICE © ? A. Note how the associative suffix ~@h> joins to nouns. Bepreenrd, Balelesrd, batlansd, AM Ado, WD1ODFoOrb, QAhandoscb, SOD) DW drh, dhajasdnod. egy drocb, rQdrreb, ogi] doch, USS, thsdmoch, 224] d>b, ABSldnrcd, G gdrob, GOAwJen2b, SB Cpr Vorb, alrandnrc, M2WI CEM dorsch,aleMdnoch. on s,dhoch, COraeact de> dsrrch, Doub pan sch, Nero alldnod, Ncrog4arm choc . B. Note how personal nounc denoting the experiencer of a feeling or the goal of an action are formed with — On! Gav”, HY s ald, 0 Yocigasd ,cesaaigaid, Gswmntasaid, epalmjnrsad, VONAAg cid, CPE] rwnA said, Hr A.A said. drooma maa, werdlanasac, SIMA eg, NS laarcdgar, 450428 Lesson Twenty~Two Reading Practice form is made from these verbs. ¢. Note how the ‘about to! | Saiisr msanra2c5) batr tad bat dyon2eI alr ajdh ata arora) Aaah asia GrAlaydo core Ala 20285) QRH D ma 2h) Balch drach e_aid @nzn rcs) Oc EN MOIAIW® drome, dhoeme cs) COR GAD BIW £20235) URBwDh Ada Cers 207085) ad \cslorxty ad Aldon] BSrah—pawaash Bb ej2oazissn2) endian aleacr Brd\quads2ns) 451429 Lesson Twenty-two CONVERSATION Aeperlac: aamrclaimemegy>- Brad gD cheval (AUG. Calge ermawm élsesnarerd, MAA (dos aimless? ermad): en enaa mBSladled entoadllascrcaver’. Brea srMoah ail diay adiggon Bern Aiem dem» many, @eom och) allgleeias! cham errno): adorn leas cilsaescmeas 2 srxb eHeerds aimee Was ailscieychousemegy>? Bromyswareem>? ates: BOND, S03 Qaida aiclaysenar’ Be IOC. QicIERY areiarcilesy? alec he 62€0> Grmynicra>erd, Geen; Ag AnreWa20qD adr>eng” apallas Catralreye Baadags ley. ntos) Ns) of cay Soom dh2eme. Ot Ales: orm adlarcdidlansm.. 290 USincrm Ag daraj ddlmnarcomegd>- DY Gjeauersrn HUlacgy. dltsange ov) aah Gata]. dy Slctrrch chek aos As Alb sryJhoaroy ate MAY). 452430 Lesson Twenty-Two Conversation Geen Sl: d%Ae8 Qeory 223] : Se Hes: cx) | BMleern dared ArlMagy. Ais Meat rr Sdn odd Canrmass aistarcilolite, 9 AISMocrn Adrrad Gay EANAUD Adr2erg aHg4> VUNBSsIANs Yo les 3 3a>c8ldlacse - aboinugaid AMYMAASS. tram. Wdinek ssa rslogjanlod ajaistnrd Brom)2W AQ Le DEMS Pre. Grarbass «DG hls) are} Achardecrailelegy>- Drrlack aDesacs| dr shaiscrnacd smb alemdorerdso, lass emer) LlUdlraAay Hale. NAQrs HBMdrelo macy. cnaad afgjro Na Aa1Qlea> ? Aa aalapsmorend! ong} dretmraln gnusrel @pabloas. + BREW Gere) Nag. ? BRAH, SAINT Rghawsralgy. Catsaileeb emotes) _ Qerh) alormo araeg}>. Maas ADAG! aMen eMomems. GM eatrdo Eatohas,. oyugacnsarles oe. Mas aPraok andesed ALVGD > 153431 Lesson Twenty-two EXERCISES . Rewrite the following sentences by replacing. the underlined phrase vith a noun in“dhod'pius Grmerrs or Syste” as in the model. Medabra@maids AMA TSaIGy- eS ras AD QI SlYy2orS. BANA dley ac sol ook. analy sce 82 cdhlas 2m ere". eSQaas malaise Haan eogns odlasme: 2 ailas Ah ajaisdnrd Qerg. Grad goaiigacen easel) Patel. WA Udr2 Bde aymnhrsernio” Ainail de. Br rigleh Quwg’ wnear DIG) Na alhero- rHach Sragled srs wmemlens arg, wes moaaslaescanaid aD ejre A2uUvy@EM SMSwdo cHnerd. 6 Grab Gm Bes eyjoere alae, IU DEI» SMMBAERE:; onagled chlemeny., Cro De-ctolo Greadlanciled amacvléesco. 454432 Lesson Twenty-Two Exercises 9. eHaarh Grays CSeCADJo Ad IwWlormrend Mrardlassengsy + fon o Mark Se) ¢h2 SVE Alemrent. . Form nouns describing the subject of the verbs with 6a $ & as in the model. Medel: dhael 2uD coral ocd Boss. _. 2. GSIAUCSBAS cnlesaioee eaaoncds. 3. eyoseade ocilas aimed doa} (QJSVIEN HS, : be, reget AB Gol Bry Uw) NAS, « 5 cng@an Arsmarilab led oatinas,. & dsgidrvo Bem aimla mgymonsmot Bred) (jo WAHg. 7 FA Sry ALM he UGA dorrele Am} afi gmndig,. 8. Gra Medra@mete enAlaacign. 9. HIS eGaimmrrch eradanas. fo. Braid coaQarmilevrocch alg lesnzig. 455433 Lesson Twenty~Two Exercises . Rewrite these sentences changing the underlined verb to the ‘about to’ form. You will also have to drop the time adverbs given in parentheses as in the model. Medel: eraocb BSD Ais a gm ctre Greek aonltdradlon ays) cura Blane. orm Bry Aaa ~ynitre at2a\ laa >Bie _ a 4. Macias’ (IgM ane) UVHY Darsaitcon) oony Br dire + 2. Gralet (room) Slasl Denen) erpHlerdleob batlodre- 3: (ao Mel S\n dre) erve4 Qemlcairdre. 4, DIES Base) MQpya dse- 5 atc laiojas aDe)e (Merd) BrAlaye. b. F. 8. ASablob (Soeeds) eorlamilled Maw. Grad lela (Osh mac) cthrsnldste. onigleat dhayasch Erase Gra) ecto BAIA CnlomM@agen alin eer. V Graiet (90 ete) (qocaldac, fo. B2omamlet alle @neienrdlansmd @ves. ern sit). 456= 434 Lesson Twenty~Two 7 Enercises + Read the following sentences making sure you understand the meaning. 1. CAlesads aS \eosam«.a@lede BRAN AUP dhan dmewlanene. Mawdlagyard ides) anaxsan. 2 Bormeasdlajed SBS Sch en todatrareams? Demag Qrf’ alosrosilesomess> Dearleh Roms Gluajsoudlagyend’. Nae, —Reooarey gnlosy Awgyr cles. USS Tek aro ea tool eprrilajeean.. 3. sroech AME eagrenl N-alRrere Alerado 8) a8 BND) CBtarsond cmaam ww. Dal nomgegs? be Dach 29 dMidretans aMorlerd cvanb mrad Arar’ acs DoH .LAlAN wACalg}. B aGerk @ao «Daillos tatrarejye DP 21’ eralBas Gas tal dre Maid tao egpeilnanomaegs? De st2QAcrmn yale Qabanraswaegy aN eSB? Gach GHewEaamearernd. — b& @atgo, adles DAO wnsmalee agian) aes Sry ovr! anesslanome.nlomalngyshlob NQEes' Comers NAAald AlamEeleye ang eadlanr. Nac NB og Adh2 gdm. 457435 . Lesson Twenty-Two Exercises % ME@eaa, WA dhel)reme aglamar sles? DMlaje Graido Mer Qavdnrarmas Gas Arigleilel evan maaclenngs. SMa edhsrxrk earacgy? 8. ary Hélmare @99>2)) maigylact Daaral ang sidlajamsemmae alsme smc Senerad). 9. 209 Gjeannwm ajaisénod Al@end CANA) NWN 6s Bory cilech evsemesy. Dad Moy mrSlam meslarslavre | to. lesrevs tlatdldmanan. osleascd D$oniso nmrense) oNailacs’ ray Bre) BE) sr.amesilcarcmes , Nach Ad eowye Nédrr6res> erry, + A. Respond by giving your age when asked by the teacher as in the model. Medal; “earbas any cimgyoe!? Noles’ Somaisy ager). B. Practicing asking other members of the class their own ages using the question from A above, and the ages of other class members and of their siblings, children, etc. You should need no models for this by now. _ 458+ 6. 436 Lesson ‘fwenty-Two Exercises Put the following sentences into Malayalam. 1. 2. My wife is inside reading. Wherever you go, you will always find poor people. One friend or another will take me there, I think. Because bad times have come, all the farmers want to get a loan. . The price of coffee has gone up a lot. Coffeelovers are experiencing great difficulty. All of your things are (kept) in your room, sir. I am speaking second. This year's harvest is a good one. Farmers and traders both will make a profit. How old is the man from Kottayam's son? I remember that I gave it to someone. 459437 Lesson Twenty-Two GRAMMAR NOTES 22.1. INDEFINITE PRONOUNS WITH HYPOTHETICAL VERSUS ACTUAL REFERENTS. The Reference List for this lesson contains two related types of indefinite pronouns. It must be under- stood that “pronoun” has a broad meaning. Besides the common examples of a word standing in for a noun-denoting a person or object (you, it, etc.), pronouns can also stand in for nouns or noun phrases denoting time, day, place, direction, quantity, and manner. All of the pronouns, both regular and ~ relative, in the List share the feature that they have no actual referent in the mind of the speaker and hearer, but xefer instead to times, places, people, things, etc. which are not yet real, hence are hypothetical. | Indefinite pronouns are all formed with an interrogative base, This base, however, looses its interrogative meaning in these forms and conveys only indefiniteness. The indefinite pronouns with a hypothetical referent further add a conditional particle (either Mah lesb or - Grob), followed by the particle - Do . The regular pronouns covered in section A of the List are single units and cannot be separated. In terms of their function, they fill the role of subject, object, or adverb of time, manner, or place within the main clause of a sentence. They carry the meaning of 'some ...' or ‘any ... at all', depending on context. The only dependent clauses in which they can occur are conditional ones where tany .., at all’438 Lesson Twenty-Two Grammar Notes invariably applies. Witness: LBWAUDOS AS BSH arglese Desa? "Will someone, anyone come with her?' 2. ermeEab aed aGacmearleye Aglare shear. ‘I€ we get anything at all it will b= zine.' 2. TDA aGeANNG Er lele SIMMS ~ CaLAldmenr.. - ‘I will go and see him sometime.' 4 AQ EAMAVEHlejo DD wedlayodmome. ‘Somehow, this must be fixed." 5. Mlarsike GI, aHilnsawenlye Alabat am). ‘anywhere at all you put it will be fine.' Note that three of the pronouns-~ aiacrme@lee 5 * "something, anything at all', WN En leJe ‘someone; anyone at all!, and aAQ236\0) GH\@ho - ‘some one (of the things mentioned before), any one at all'——can also occur in all of their caseforms except the instrumental. A complete list of caseforms is given for CVD)OD @rleje + but not for the others(see Reference List). Here are some examples. DP Bymasnwanlesarsd\elansne. ‘This must be someone's," 1 Ones 2 BD. cru milesh etree? ‘Wnich bus do you want to go by?! 7 mGBcorleres leyo @at> dre. '1'11 go by any one.* 2. CIB Per Qo aNerilam @ eye Qo. "He always comes for something or other.' 461Lesson Twenty-two CD Grammar Notes “‘—- Mhe alternative forms ending in ~ CBr QWe\o cannot be directly substituted for those in- af) Br) 230 except in conditional clauses as in: s.BOich a Ged? NPE ede Aurmach samress2>>. cernich Neto greavese ome AhrBS>. ‘Whenever he comes it will be fine." In other cases these alternative forms function as discontinuous _ Felative pronouns (see below) where CGY) GSdh serves as the verb in the relative clause with its ordinary lexical meaning of 'be'. Witness: 10.0 Qe CAMP Qe Jy GD afianh nilgleektd aaneng niles. ‘Whenever it may be, bring it to my house. The relative pronouns cited in Section B of the Reference List are discontinuous units. They are composed.of the three parts mentioned earlier, but between the interrogative base and the conditional particle, the verb of the relative clause is found. The verb always has the form of the past stem due to. the hypothetical nature of the quantity or item, or whatever, being described. As relatives, such clauses further explain or qualify some element in the main clause of the sentence. Witness: ay i) 11. BD WY ALM 22jo “GOM.’~B?q D2 aaah eldaleme. ‘whoever comes, you should tell him to sit down.' ‘ 2 ered a ease ANaigysmaaarn alasromes. NQds BWVeBIAN Ns! Qho.- ‘However the boss said it should be done, we should do it that way, _ Usually, however, the main clause it to which the descriptive clause relates does not appear in the actual sentence, though 462440 Lesson Twenty-Two Grammar Notes clearly present in the mind of speaker and hearer. Thus the more usual versions of Examples 11 and .12 above are: BSMADPleyo UueMde0h soclaasab nlaaemoe. “You should tell whoever comes to sit down.’ Me Mach AMESROM m_slajemname aAANETETM>2e10 NQdsx A=aIQjre- "Let's do it however the boss said to.’ Both the regular and the relative indefinite pronouns described so far have involved hypothetical referents, that is there is no actual person, thing, time, day, etc. to which the pronoun refers, only a possible but unrealized one. There is a different set of pronouns for representing actual referents whose specific identity, or other details, are not known. Note, ~-these consist of two sets. The regular pronouns are, again, single units appearing in the main clause while the relative pronouns are discontinuous with a verb coming between the interrogative base and the marker ~6-9" . the ©8->" aiso detaches from the base to allow case endings to come in, Note these examples: 3. SHE wreilns Asan. ‘Someone is lying cver there.’ 1. Brad aMerm Sraind Oh seo. ‘They gave him ae (but I don't aA) what it wa: an. Errcb ceroer’d aDerlacn al 6W> Alo. ‘I thought of something or other the other, day.' re, Tleeadd Pallas rUgoj>,Grad Grnailas cher. "It's Probably right where you put it.' The interrogative bases are used to make negative pronouns __ 4634 Lesson Twenty-two iat Grammar Notes such as: GWe 'no one" AA ANESMpe ‘nowhere’, M0 fs.” ‘not evory aay" a fle-<47Qo ‘not all the time’, etc. Here “De is added directly to the base or its case unding, and the verb of the sentence must be negative. See 9.5 for some examples. = aa 22.2. ONE MEMBER OF THE CLASS OR THE OTHER. the © @-) ending just described for actual referent indefinite pronouns (ee 22,1) may also be attached to the indefinite article 303 _. ‘When this is done, the initial 63 of 6303 also lengthens. This lesson's conversation contains the statement: 1. MEO, Bee Sonyorisss grr. ‘There is always one sickness or the other.' Note that in these indefinite expressions in Malayalam, the noun which denotes the class of things being cited, must always appear in the plural, never in the singular as in English. Leseon Nineteen's conversation also contains two examples of this type of expression: 824d dmecmemsts LAST’ Ac Slileoh CnDdbo. (ne)gives one excuse or the other and goes out.! 3. eee DBA Area) dhiadds aloaymmanssnd. 2. ‘eee he's always telling one story or another like this,’ In all these examples, thare ic the implication that there is a different specimen, or member of the class of things eited (illness, story, etc.) for every new occasion. Though ae a cover a large number of possibly hypothetical instances, the“€-y’narker is true to its actual referent meaning in that there is at least one izatance recently observed which has an actual referent.442 Lesson Twenty-Two Grammar Notes 22.3. THE HUMAN SUFFIX OF ASSOCIATION OR AGENCY. Section A of this lesson's Reading Practice contains a list of person words formed with the irregular plural marker -dod a he masculine (dhe), feminine Edw@}), and plural (-dhoch ) forms of this suffix were covered in 17.5. The suffix, in whatever form, can be added only to nouns, and it signals a close association between the person denoted and the concept, thing, place, etc. represented by the preceding noun. In a few cases it denotes agency, i.e. that the person is the doer of the activity denoted by the noun, much like the -er or -or suffix in English. Witness: LEIA? Oh — servant! Literally, ‘he who does service . 2. @M>el) dn reocrb workers In other cases the relationship is possessive, c.f.: alemadorccb have money" 4. Awpmamect ‘believers' literally, ‘those who have belief hn people’ literally, ‘those who Other kinds of less straight‘ rward association are also sometimes “shown, as in: 5. US BAO tpoatman’ 6 ETA FAYH ID "bus people’ which includes. those who work on or around busses as well as owners. The suffix car. clsc be joined to placenames to indicate those who live in, or come from a certain place, much like the -ian Or ~ese ending-in English. -Witness: 465443 Lesson Twenty-Two Grammar Notes 7. congacdlandnrc) "girl from America’ 8. Maer doch ‘the Japanese! . ; You may note that the initial dh of {dro often, but not always, doubles when joined to a preceding word. If the word ends in‘-e", —. drops, but thecf7 doubles (see Example 3 above formed from A6Y> ). the Kerala placenames ending in‘o’, however, take their special locative form before ~ dod 2 which blocks the doubling of dy because of the vowel a: a Bamsm@mencerh ‘a man from Kottayam’ Note that this suffix is never changed to the plural in order to show respect,as the pronouns for feminine referents do, c.f.: Ye 10.¢@¥0) placa rAlsvecr? Goad Mark mgdndlapens. "Zo you know that woman? she (respected) is our countrywoman,* ; 22.4, VERBS AND NOUNS OF EXPERIENCE FORMED wits GlatlGdh . "It was shown in Lesson Twenty that 6)a_l Goth is used in indirect-expressions.for liking (20.1) and in forming the passive (20.6). This verb also participates in direct expressions denoting things which one experiences or undergoes. Witness: 1. erase HMOAS- 1x naa, experienced txouble.' 2. BUAB_droemach asav eeaneg. ‘Her looks have improved greatly" literally, 'to look at her, great improvement has taken place."444 Lesson Twenty-2wo Grammar Notes In some instances, however, the meaning has gone beyond the experiencing of a feeling or condition to its result. ‘Thus Sraayact {a means not 'to experience need", but 'to demand’ and BOS) ey} QIALSEH “means not just 'to hold an opinion’, but ‘to express an opinion’. Sees re LUNA AsUd D)IWe Soariwadgrr. ‘?he poor are demanding justice.' 1 Baad eAldla engjmagyn oral padocig. ‘ghey expressed the opinion that the film was not good.’ ‘All expressions with OalGdh may be made into relative clauses with the personal suttixes (YO era doy or Cerord ” | or with the neuter pronoun ~ ena? -) 20) general these denote the experiencer of a feeling or condition in which case they are equivalence to relative clauses formed win 938’ as int 5. 2190) so UQaead 2d) Dgacigemaich ‘those who like tea’ s GJQVPWY, Baar (arm Haaganal UO ‘she who is having difficulty’ where the OWatGdh clause: goes beyond the experiential meaning (see Examples 3 and 4 above) the relative clause contrasts to that formed with - Lsse » Witness: ce asgpdlerpniaigagcicb ne who needs work’ seep BSoatajorigaird ne who demanded work! a. A. dace NgIer2EmMd woglepaqgasas. ‘those who hold a good opinion of the government" v. Uckdood ngycmacmend BEE paacigmard. 467445 Lesson Twenty~Two Grammar Note> "those who are expressing the opinion that the government is good’ Note that colloguially@ -. ‘YWe is also used to express a dislike for doing somet. but since this is something of a longterm nature rather. than a temporary feeling which one might experience, it has no equivalent expression with6tSdy . Witnes: 2 adele! eraciam a1dcilansca jos aarsn’. : ‘I am having trouble teaching him', or 'I don't like teaching him.' : The paraphrase with Olal Sch can only refer to those factors which adversely affect the task, not to your dislike of it, c.f. we ereb Cerpainm abl cileer2b Gyeomarign. ‘I am having trouble teaching him.' Even passive phrases made with Gdn! Gd> can be made inte ..ntive clauses as ins . 2, BngQajea aAglanaagach "those ihe were invited to the Onam feast’ ¢ ‘) a 22.5, THE ADVERB MARKER - yO]. Many words and phrases can be made into adverbs by the addition of the marker - ? wi) + Section A of the Reading Practice of Lesson Twenty-Three contains a group of examples. Adverbs in general ‘ fall into two types, those which modify a verb or verb phrase within a sentence, and those which modify the sentence as a whole. Those which modify a verb are usually divided into adverbs of time, place, and manner. ‘The marker © rye)’ 468Lesson Twenty-Two cal Grammar Notes is used for manner adverbs and for sentence adverbs only. This lesson's conversation contains the sentence adverb: 2. Delach Delarcg) ‘as a result of this! Manner adverbs may be made from adjectives as in: 2.00 vedladra] Aa1cRp. 10 tats weit, corrostiy.! 2 OMB Qr2eBB> GB gaimred) ailg. ‘We sold (out) the mangos coupletely.' They occur, however, most often made from nouns. Witness: nMinlass’ Grey award) av2Alan cromeme. "I need to see the boss urgently.' 5. BO@erch) Aimardo Gperns'? ‘Who is the man who came first?' Some adjectives, however, cannot form adverbs as they stand, but mast be made into nouns first, as with: 6. COD SCEMD 2D) EAEMoabdmdd WeM2Oldise. ‘Mr, Menon will speak neat." In all adverbs formed with ‘ema tha marker 1 ? is present in the mind of ths sreaker and hearer, though often emitted from the sentence. ‘Thus, = 7 s ? may optionally be agit eae of the adverbs found in the examples here. When -"} is actually stated, the adverbs look very much like the first clause in a compound sentence (see 21.3). Although these clauses may appear from their meaning to be adverbs of time, they are actually conveying sequence. It has already been shown (see Examples 5 and 6 above! that adverbs expressing sequence or order of things take C orn sil’. There are certain special instances, however, where adverbs of time and place do tae Bry)” one is where = enals ’ : 469Lesson Twenty-two 447. Granmar Notes is used as a meas of emphasis, focus, or foregrounding of a particular item in the sentence (see 24.3), The other is in sentence adverbials relating to time. Witness: 1. DQcilasaradls? each aan fcord). "This is where he stabbed me.' 6. WBA hre1A22)) sor @ tong times..* The concept of manner adverbial sometimes extends to the result of the action, or a concommitant state. Witness: 6. THI0b BQ200 MaIdlamrd) Dever dey). "I made the dosas small.* w.aMach Addo Acs Aajordlg eatrdscm. " ‘my aaughter is going as a teacher.' n. Grated Gyodlorebrch] gg esol 21g. ‘As president, he 3 been doing good work." 7 - Several common manner adverbs occur without rns) as: MBAe, @QU% ‘quickiy’ rl@aen telowly, quietty', DOOAH1oualy*. 22.6. THE 'ABOUT TO' VERBFORM. Section C of the Reading Practice for this lesson contains exemples of the ‘about to! verbform. As may be seen, it is formed from the present stem of the verb, plus the marker) db’, plus some form of ry dycr . It most commonly occurs with eran meaning ‘to be about to' in the present moment, as in: a dlalery @seormnrc8) ‘the meeting is about to begin'’ 2, AQ laren) ‘The rain is about to stop, has nearly stopped.'! 3. MNaasas dog snigglemsnss tte Domo). ‘our car has nearly caught up with the bus." 470448 Lesson Twenty-~Two Grammar Notes In many cases these verbforms mean ‘about to’ in the sense of ‘nearly! (see Examples 2 and:3 above), but in other cases it carries the sense of.'it is ime for .,.' (see Example 1 above}. Witness: 4 Qoweacd ied) ‘t's time that Madhavan came.' These ‘about to’ verbforms can take human subjects in both the nominative and dative. A nominative subject implies that the action of the verb is about to happen without the ° voluntary or active involvement of the subject, while a dative subject indicates some kind of want or need on the part of the subject. Thus: s.Graid dng Eissermeyee cee tee rere ten] ee ea catch sight of) the car.' 6. @enibas OQ éoamaa5l ‘e's time that they saw the car (i.e. they need or want to see it).’ In practice the dative subject version.may sometimes be used with the meaning ordinarily conveyed by the nominative subject construction (involuntary involvement of the subject), but the nominative subject construction is never used in place of the dative (when the subject is volitionally involved). to describe a past situation, cory6s) vecones 8) kD, while BD dao is used for future ones. Even the modal SBrey dle) @O\G1Ne is sometimes used. Witness: 7. BPR Ales a3calremediord--imen class was about over 8. lesbos elbley Aimemido Goal aMennsnrdre. ‘When you come back, it will be time for them to arrive." 9.USlen Aenrd\4]aneme. 'rt must be time Gita came.' 474449 Lesson Twenty-Three REFERENCE LIST Antonyms Formed with Negative Prefixes The Prefix SR~” &RGo SREAZe ch > unchangeableness i: “TYerte Soete | bettednent paps illness the prefix Chl’ aa v Jworn Brajwsm seaudlay Bleowed important, Unimportant, ff Gove stee rege Primary Secondary, Wve Alar. . allan Aland cnoGlapahladl interest ‘olthout interest married persons unmarried. the prétix bersons ~s Alay. lo oe apave BacMwajone nee ve aa . le a belie? 3) oe me © Jadergersrcd) alah oelannh): Ararerl — eracMapad! [a has: been believer unbeliever Pratt fruitless macicay aman [rn Mlb no On Time,atthe — untimel, pat fiuck,fetune misfortune Correct Lime The wrong time GLHIARBS Aladaare) M2W2B6M BrM2w2eemn Meaning Ful meantngless ordinary. eXbaordinary | dsc, leg > Oe — Godrrelo angtring) of of me teiTemalay, Consequence. comseqpence. (oven Brayewrmney fonyeug mds Clg etaca6 Cheer Pubness councast cout without cloubt Dye BON)? DVo Sustice Injus tice, eS] — eA_jadlel Fame Without Lane 472